Malcom Knowles described adult learning as “a process of self-directed inquiry”. He conceptualised the characteristics of adult learners in 5 ways:
A. Self-concept – as a person matures, their self-concept moves from one of being a dependent personality toward one of being a self-directed human being. Therefore adults are self-governed and have their own beliefs and values.
B. Adult learner experience – as a person matures, they accumulate a growing reservoir of experience that becomes an increasing resource for learning. In saying this, adult learners want to be able to draw upon their past experiences to aid with their learning.
C. Readiness to learn – as a person matures, their readiness to learn becomes increasingly oriented to the developmental tasks of their social roles. This is linked to the need for adults to know why they would learn something and ensure their priorities align with the educational undertaking they embark on.
D. Orientation to learning – as a person matures, their time perspective changes from one of postponed application of knowledge to immediacy of application. Consequently the orientation toward learning shifts from one of subject-centeredness to one problem centeredness. Adult learning focuses on realistic problems so the learners understand the reason for the learning. Adult learners are not particularly content-oriented.
E. Motivation to learn – as a person matures, the motivation to learn is internal which can help develop a new skill or acquire a particular type of knowledge.
Refer to the descriptions in the andragogical model above, then match them with the tips on how to encourage adult learning below - for example:
Point A matches with Tip 3.
- Discussion, discussion and more discussion. Make time and space for it.
- Find the Minecraft that will drive your learners to seek more. Remember why you’re passionate about your subject and encourage this passion in others.
- When you are communicating with your learners, think why as well as what.
- Keep your learning environment informal, allowing your learners to exercise choice and control in shaping their own learning environments.
- Ensure that the learning objectives are clearly stated and understood by all learners before they begin their learning.
Please post your thoughts below.
A1 B4 C3 D5 E2
I completely agree with these concepts and have been able (and lucky) to witness them in my own adult learners and group classes. A healthy mix of all these elements should help the trainer create content, programs, and classes that are interesting, engaging, challenging, well-rounded, as well as and both community and student-centred.
I agree with what Troy said – “Many factors encourage adults to learn. I believe adult learners are motivated by external rewards, such as financial incentives, improved job opportunities or approval from a leader. However, learning also needs to be personally rewarding to feel meaningful.”
A3. B1. C5. D4 E2
I think each person has their own way of learning and responds to others input in differing ways also. The motivation behind peoples ‘Why’ is also multi faceted which needs to be understood in order to work with each individual successfully.
Passion and Purpose are a great drive in adult learners thus the drive to search for greater knowledge and growth in their chosen field. C2
Purpose can determine results so self-motivated Learning often seems to sprout from depth of purpose.
A3. B1. C5. D4 E2
A=3, B=1, C=5, D=4, E=2
Every adult has their own motivation for learning and it is important to understand what is driving that – whether it be self development, career progression, financial incentive or compulsory training. Each has its own impetus and may effect engagement, understanding and focus.
Many factors encourage adults to learn. I believe adult learners are motivated by external rewards, such as financial incentives, improved job opportunities or approval from a leader. However, learning also needs to be personally rewarding to feel meaningful.
B1
E2
C5
and D4
The more we know about the background and motivations or learners, the more tools we have in facilitating good learning outcomes
A3 Communicating with learners includes your approach and thoughts regarding the “why” and “what” whilst also taking in to account the learners need to draw on their own beliefs and values.
B1 Adult learners have many experiences over a longer time. These experiences are invaluable to learning and will help the learner to consolidate new ideas. Making ample time for discussion will aid in this process of validating and recognising how past experience is relevant to the topic at hand.
C5 Ensuring learning goals are clear and understood by learners will allow adult learners the ability to make sure the learning fits their goals and are relevant.
D4 Adult learning environments should allow learners to have some choice around how they learn and reasoning behind the learning.
E2 Encourage learning by understanding the drive and motivation for the subject.
[2/B & D] From my experience within the Hospitality sector and drawing upon my own motivation to graft together the underpinnings of a successful adult learning platform, embodies past experiences and passion to aid with their learning. Understanding the reason for the learning and being able to adapt the content to a realistic outcome.
(1/B) Facilitate discussions, utilise the learner’s life experiences for the good of the collective. (2/E) Identify the ‘currency’ then skilfully introduce it to the learner, allowing them to take ownership can foster motivation to acquire new knowledge and empowerment. (A/3) Effective communication with adult learners is reliant on understanding why a concept or skill is important to the learner, the mature learner has an understanding of self and needs the what to have significance for them and their objective/s. (4/D) Facilitating a dynamic learning environment is important for adult learning as they need to have ownership of what and how they learn, as adult learners are not particularly content orientated, educators need to foster an environment where the learner can attach real world situations with course content. (5/C) It is imperative that learning objectives are identified clearly prior to course commencement, again give ownership of the outcome to the learner. When the learner is clear on the outcome/goals then they are likely to engage enthusiastically, which adds exponential value for all stakeholders/participants.
Adult learners may have a wealth of relevant experience which can add to the overall learnings. By allowing time and space for discussion you are showing respect and appreciation and drawing on an invaluable resource (1B)
The best teachers are ones who are passionate about the subject matter, this is so evident in teaching and inspires others. (2E)
Adults are self-governed and have their own beliefs and values, so by allowing time for discussion you enable people to share their opinions and experience (3A)
Adult learning focuses on realistic problems so the learners understand the reason for the learning. By keeping the learning environment informal and allowing the conversation to flow learners feel they have more choice and control (4D)
As we mature we become busier and busier. Before deciding whether to undertake further learning or study adults need to know why they would learn something and ensure their priorities align with the educational undertaking they embark on. (5C)
1. Matches with B. Lessons should aim to draw on past experiences, hence time should be allocated in order to allow adult learners to discuss past experience and link this to their learning.
2. Matches with E. One should always encourage motivation from adult learners and do this by leading by example through your own passion for the subject matter you are training/teaching
3. Matches with A. It is also important trainers understand the importance of explaining the ‘why’ learning practices and subject specific learning. Being clear on your own drivers and self concept while also being sensitive of the varying beliefs and experiences your learners have is crucial.
4. Matches with D
5. Matches with C
Adult learners need to be trusted and treated as adults who know what they want/need to learn, and why that content or information or skill is important to them to learn for their particular job, hobby or pursuit. The learning environment should be flexible, open to feedback, and practical.
Adult learning needs is motivated by an internal source, are self governed and need an appropriate style of learning environment.
One must build self-efficiency, set appropriate goals, receive motivating feedback and collaborate and co-operate.
Internal motivation as mature learners is important to acknowledge. Links to past experiences can be particularly significant to adult learners without strong/positive prior learning experiences.
1 and B. The learner needs to self-reflect in order to integrate past experience with new knowledge. Explaining these thoughts to others through conversation is fundamental for this integrative process to occur.
2 and E. Remembering one’s own motivation to learn can help spark that motivation in others. It is a highly individual process, however, so the key is in remembering that one’s passions are not another’s–it is therefore about connecting with the why, not the what.
4 and D. Flexibility allows learners to choose and shape their own learning outcomes.
5 and C. If learning objectives are clearly stated, learners will be able to make a clear and informed choice, avoiding future unnecessary frustration stemming from unmatched expectations with actual delivery.
How to encourage adults to learn? Give a benefit to do so, financial main encouragement. Job promotion etc
Adult Learning has moved away from merely professional skills training and into the realm of developing the whole person. Any learning begins to impact the individual in other areas of their life.
It’s interesting to note that values and beliefs form a key part of the androgogical principles and the tips will be very useful in ensuring the learning is embedded for each individual.
I’ve matched the following: A=3, B=1, C=5, D=4, E=2
My thoughts on matching tips are B=1, C=5, D=4, E=2
Adults learners are certainly a different mindset to younger learners. Trainers should use them as a resource as they have much to contribute to the learning. Many have experience but not the underpinning knowledge about the why and how they just know what happens in the real life experience in the workplace.
As experienced practitioners, Adult learners can also be challenging so good clear plans for delivery and assessment are essential so that delivery is not derail and assessment can be contextualised to the adult learner workplace.
Working through the points above I founded the following connections:
A-3
Adults have progressed on their life path to become independent human beings, therefore being self-directed in their learning is a natural consequence of that. They have developed to ability to think by themselves, being less and less influenced by others. Being aware of that, while communicating with adults as a teacher I should reflect on the subject communicated and the way I will communicate that, so to be effective in my delivery of the message.
B-1
If adult learners need to draw upon their own experience in order to progress further in their learning, having a sound and productive discussion on new subjects will help to integrate them even further in the whole process of learning, as the adults will be exposed to them more and more.
C-5
Adults needs a reason for learning and being able to apply the learning to their future path is fundamental. Therefore, having clearly stated objectives for their learning progress will make adults acknowledging them and start to draw a line on how to connect them in the whole process.
D-4
Adult learners are focused on realistic problems, and not particularly content-oriented. Therefore, allowing adult learners to exercise their own choices in a more informal setting, will provide them with the right empowering feeling of being in charge and, automatically, motivate them even more in their learning path.
E-2
Motivation is the key in learning, more so for adults who are in a position to choose their learning path now. Therefore, a suitable Minecraft will allow adults to explore and, more importantly, experience which automatically connect back to their “problem-solving” learning attitude.
As a mature age student I definitely can relate to all the values of A – Tip 3 having the knowledge of what I believe and value, therefore being able to chose what studies align with who I am today. This also applies to Point B – Tip 1 having some worldly experience under my belt empowers me to go forward and conquer what ever I do and learning in life and in education goes hand in hand. Point C – Tip 5 is a true depiction of me as a teenage student. Why do I need to learn this… Now I learn because of the passion I have and I see the value in what it will produce. Points D – Tip 2 and Point E – Tip 4 go hand in hand for my adult learning. The reason for learning and the motivation for learning has to come from within. Time is short and valuable to make the most of our abilities and hopefully our learning will be passed on as part of our legacy.
These 5 characteristics of how adult learners approach learning are very interesting. A matches with 3, B with 1, C with 5, D with 4, and E with 2. As teachers, I think concept C is most important to be aware of in the first instance with a new class. Many of the adults I have taught are young adults and only in TAFE because they have to be there for various reasons which quite often don’t include a “readiness to learn”. However, we can, through discussion assist them to understand and realize why they are there and how to make the best of their educational situation, hopefully connecting and inspiring them along the way.
I believe that Characteristic A matches with Tip 3, Characteristic B matches with Tip 1, Characteristic C matches with Tip 5, Characteristic D matches with Tip 4, and Characteristic E matches with Tip 2. All five characteristics I can see in myself when I have gone through a learning experience and that sometimes one will be more important than the other. For example, C/5 regarding having clearly defined objectives and being ready to learn, is important at the start of a learning journey. Whereas E/2 which involves finding motivation to want to start learning but is even more important to keep persisting with the course as it progresses and “finding the Minecraft” to keep going when it gets tough is hugely important.
My field (where I want to teach) is in bookkeeping and accounting, a field that traditionally sees more mature students rather than very young. I find that E, the motivation to learn is very strong when people choose to re-train or even deepen their knowledge. When working with adults they want to be there, they want to learn and are therefore already motivated and interested.
My interpretation goes like this:-
A = 3
B = 1
C = 5
D = 4
E = 2
I have been lucky to work with trainees in my current role. Most have come straight from school and are still in that transition phase of moving from the school world where a lot is still dictated to them, to adulthood where they ‘possibly’ have more scope to think for themselves. One thing that has stood out for me is understanding what is driving them to complete their course – as this certainly impacts on the way in which they approach their studies and job role
My interpretation is as follows:
Point A matches with tip 4.
Point B matches with tip 1.
Point C matches with tip 3.
Point D matches with tip 5
Point E matches with tip 2.
In my experience, clearly stating the learning objectives and focusing on the ‘why’ is important for adult learners in the work environment, because they are not undertaking learning in the workplace based on a particular passion, personal interest, or desire to undertake the learning itself. This type of learning is always outcome oriented, so the outcomes need to remain a focus.
I also feel that drawing on past experiences can be a help, but it be a hindrance at times, particularly in my field. The same applies to beliefs and values that are already well established. Past prejudices and assumptions can sometimes be difficult to overcome for adult learners, and this is one of the main reasons for unsuccessful learner outcomes at my organisation.
1. Discussion, discussion and more discussion. B. Adult learner experience
I’ve always found as both a learner and teacher that discussion is vital to allow learners to contextualize the material.
2. E. Motivation to learn
My undergrad studies were a great example. I went to university because I was expected to and it was largely a waste of time. By the time I went back part-time as a post-grad, I knew why I was there and had the context to apply the learning in my daily work.
3. Communication. Why rather than simply what A. Self-concept
How promotes a different level of learning than who, where, or what. Why cements things at an even higher level.
4. Informality C. Readiness to learn
Everyone learns at a different rate and in a different way. Aural, visual, etc. I try to incorporate a mix and monitor cues for anyone that needs something different.
5. Brief and Scope D. Orientation to learning
I definitely respond better as a student when I’m told upfront what is expected and what we’re going to be learning. I believe in flexibility, but there’s definitely something to be said for being willing to diverge from a lesson plan rather than not having one at all!
I am a big believer that learning can be a passion for all of us, if we address it correctly. Many a scarred by the school system, and once they leave it, never want to learn anything again, unless it is compulsory for their career. I think that as a society, the less we focus on the end result and the more we focus on the general process of learning and growing, the happier and more fulfilled we will find ourselves. Too many see learning as a chore, and communication with the student or trainee, as a trainer or teacher, is paramount in addressing an eager want to learn and grow from the experience. I believe that all of these 5 elements of learning can be uncovered in any individual, it is up to us to find the ‘why’
I will be working mainly with young people who are just beginning to make the step into adulthood so they are just beginning to transition to the learning styles discussed here. That being said, there are many relevant ideas.
I would agree that Point A aligns with tip 3; it is important to recognise adult learners have developed their own belief system and want to understand the why.
I would say Point B best aligns with tip 1; providing a relaxed environment where learners can share their own experiences and learn from their peers.
Point C seems to align best with tip 5, that the learner has a clear understand of the purpose for the learning activities.
Point D is best reflected by tip 2; the application of learning is becoming more immediate and learners want to be inspired and see practical relevance in their experience.
Point E aligns best with tip 4; the young adult learner is internally motivated and needs to be engaged in shaping their learning environment.
Well put Darren, with this outlook it is not surprising that you are blitzing your studies and I know you will do very well working with and training young people.
1: A-E. Discussion, discussion and more discussion. Adult learners usually respond most fully to content when they have been allowed ample time to discuss learnings from different angles. This tip applies to all characteristics of adult learnings (A-E). Adults can use discussions to see how content fits in with their own values and utilise past experience to contextualise content and apply to real life examples. Discussion allows adult learners to question content and fully understand why it is relevant enabling them to utilise content to real-world application and keeps motivation high.
2: E. Passion and enthusiasm are contagious. The driest content can be made interesting by a teacher who clearly loves their topic which in turn motivates learners to be involved in the content.
3: C. Understanding why content is relevant is crucial in adult learners and brings the learner to the point of readiness when it can be seen how learnings apply in the real world.
4: B & D. Informal learning environments have two linked benefits here – allowing the learner to draw on past experiences and link these to learning outcomes, and giving learners opportunity to discuss application of learnings to potential future situations. These benefits are two-fold boosting confidence of prior knowledge and allowing the learner to practise the application of content.
5: A, C & D Clear learning objectives are crucial for adult learners enabling them to self-direct their learning, ensure that the objectives match up with their own priorities and that they are realistic and applicable.
Hi Mary and I totally agree discussion is a very important part of adult learner and the more active participation by EACH participant is a vital part. Your comments on passion and enthusiasm are also spot-on, when you are delivering training in a topic that you are passionate and enthusiastic about it can be a contagion provided you allow your students to get caught up in the passion. I like the way you see content to and yes it is crucial that it is relevant. A lot of time when I am delivering Hospitality units, everybody wants to get to the practical application a.s.a.p. but I make sure they are aware that they have the “theoretical” knowledge first even though that is boring when they do get to the practice of the “hands-on” they understand WHY this is done first. I agree with your 4th point something about informal learning environments do it for me too. With your 5th point, when I am doing workshops, I like to get each learner to tell me and the entire class what THEIR individual objectives are then put them altogether like a jig-saw puzzle with everyone attaining their individual objectives AND collectively we have met the overall objects of the learning.
Helping adults see relevancy for learning is key as often they won’t want to learn something unless it solves a problem or issue. Turning learning knowing into doing is the key to success through adult learning principles being built in to the journey.
I agree with this! Too often we are ‘time poor’, so ensuring that adults see relevancy to the topic they are learning encourages it to be a priority. We all have responsibilities outside of the learning environment, so if it is not a topic of interest we may not prioritise it.
Autonomy, interest, choice-making, initiative, motivation, self-responsibility and curiosity stand out in Knowle’s andragogical learning theory characteristics. These are all rewarded and highly valued attributes in Western Society and are useful (if not also essential) for self-directed learning.
Consultation, communication and collaboration between the teacher and learners are the over-arching practical ideals which emerge for me from the tips. In this sense I agree with a comment about that each of the tips are relatable to Knowle’s list of conceptualised characteristics of adult learners.
I have enjoyed reading everyone’s comments and found the RAMP2FAME acrostic very interesting. I will look into “Garry Kroehnert’s Basic Training for Trainers”, thanks Chris.
As an adult learner i believe that the course needs to be engaging in material, in terms of keeping learning interesting, an individualised approach, to cater for a wide range of experience.
Making accomodations for students as necessary, as all are in different stages of life.
I have been a teacher for longer than I can remember. I went to Cambridge and did the teacher training qual, then taught in high school in Essex, post primary in Arnhem land, Community Education Centre, VET College and University. Knowles is fantastic theory, but my favourite person for learning styles and the one that I follow and apply to every lesson I deliver is Kroehnert – and he is an Aussie. Kroehnert says that you should follow RAMP2FAME every time you deliver training.
R= Recency. People remember the last thing they hear. So repeat the key points over and over and finish the lesson with a strong close. In that close ask questions based on the content.
A = Appropriate. Make sure the training that you are delivering is appropriate to the needs of your students. That will generate the next point ….
M = Motivation. If your students are motivated they are more likely to learn. It is our job as a tecaher to use as many methods as possible to motivate our students and make the learning interesting. If the training is boring, then the students will be bored
P = Primacy. The first few minutes in any training session are critical. So have a motivating introduction
2 = 2 Way Communication. We are not uni lecturers. We are ot the sage on the stage. We MUST interact with our students. Encourage 2 way communication. Ask questions, get them to share their experiences.And get them to give YOU feedback
F = Feedback – aha. You give it but get it from them. Ask them if they understand, ask how you are going as a trainer
A = Active Learning. Now this is the crux of the matter. In the training you deliver, try to incorporate as many different methods s you can. Don’t rely on just the powerpoint – we have all had death by powerpoint. Oh God!!! – don’t read the powerpoint word by word. Use games, quizes, group activities, video clips etc
M= Multi-sense Learning. So to make your learning really active, use all the senses you have – all 6 of them – taste, touch, smell, sight and hearing – and of course your 6th sense. I can’t remember Confucious but I do remember Grasshopper in Kung Fu. He said: “I hear and I forget; I see and I lemember; I do and I understand.”
E = Exercise. Make your students work. The statistics are well known – without some form of exercise, participants will forget one quarter of what you have taught them in 6 hours; one-third within 24 hours and 90% in 6 weeks. Moral of the story – unless you get your students to practice what you have taught them, you might as well go fishing for the good that you are doing.
So, want more? Garry Kroehnert’s Basic Training for Trainers. Brilliant book. Lots of tips using mnemonics.
Sure it’s dated – and you used to be able to pick them up for a few dollars but now they are beginning to command good prices.
He is my guru
Motivation is the key to completing studies and thus achieving once goals. The course materials and clear instructions are essential keys which express meaning which engages students’ participation and learning.
Moreover, for adult learners, the experience, formal and informal learning truly enhances the level of motivation and the satisfaction of being able to learn and assess their knowledge as well as taking a position on the subject in question with greater autonomy.
I adults who have been in the workforce tend to have very good time management skills and tend to be very thorough. However, it can be hard for people who occupy senior positions in their job to take a step back and resume the role of learner. While such people are great to have in the classroom, because they can share their experience, they can dominate discussion, and unintentionally intimidate other learners, who don’t feel their opinions are as valid. Managing this dynamic requires open discussion, and a willingness of the whole group to try and see different perspectives, and value those perspectives.
I think that personal motivation and self-concept are very key factors in any learning, but particularly adult learning where the candidate is likely to have experienced some degree of autonomy and control over their own pursuits. I currently work in education support in the VET sector and I frequently observe students disengaging and losing confidence and motivation because their teachers are not really connecting the learning content to what it means for the student. I agree that the best potential for adult learning occurs when the person can see the point in learning (for their own desired coutcomes), that their life experience and transferable skills will be valued in the learning process, and that what they learn and how they are asked to learn it is connected with their own problems and goals.
Malcolm Knowles’ structure has definitely played out in my life where at uni I was a ‘volun-tel’ and now I ‘volunteer’ as a learner. As a learner wanting to be a trainer, the ‘why’ is a passion of mine because I have seen those blank looks when I have lost a group because I didn’t understand their ‘why’.
In regards to: Item D. Orientation to learning (time perspective changes from one of postponed application of knowledge to immediacy of application), I find in the workplace that the increased immediacy leads to urgency which has positives and negatives. If it’s a problem that’s playing out in front of you, band aid solutions are tempting because they are easy and effective. It is critical to also engage in systems thinking to understand the broader dynamic.
I’m in a safety team where we manage subcontractors. Its very easy for the larger business to ‘just tell’ subcontractors to do safety, but we often forget the pressure that these small businesses exist in. It’s easy to see the tree, but sometimes you need to take time to stand back and examine the forest from every angle. As a uni student, I had the luxury of not having to apply my knowledge immediately. That was also a problem because high level ideas must be tested for practicality with actual humans and other dynamic systems.
I believe that Knowles’ andragogical model is particularly relevant to those adults who have chosen to participate in a formal educational activity as, he states, “a process of self-directed inquiry”. For these adults, who willingly undertake further study, the motivation to learn is generally already present, whether it be fed by curiosity, the desire to develop new skills, or as a process of self-review and personal improvement. This is not to say that the self-motivated adult learning experienced cannot be greatly enhanced by applying tips mentioned in the passage, particularly by creating an informal environment where open discussion is encouraged (Tips 1 and 4). This allows participants to share their experiences, hopes and aspirations, to connect with each other and with their drivers for learning.
More complex is the case of an adult learner undertaking compulsory training as part of a job requirement, or as a mutual obligation task to receive benefits or allowance. In these situations, I believe that learning parameters and required outcomes should be clearly defined at the outset (Tips 3 and 5). However, the greatest challenge for the facilitator will be discovering what motivates these participants, making the training relevant and encouraging their progress by delivering the content in an engaging and practical way (Tip 2).
I believe that helping people find the personal relevance of the course content and creating opportunities for people to learn from each other in a group setting is a really powerful way of engaging people into learning. I am personally really passionate about helping people to see Mental Ill Health and Well-being through a different lens and this, through a varied pathway, has lead me back to my own learning journey here. I am very definitely in a different learning space myself now than when I first studied (when I was much more in the place of learning with the view of delayed application).
In delivering training to different workplace groups I have found such variety in the comfort and security people feel when it comes to discussing and engaging with new topics in front of their peers and colleagues. In breaking down this barrier I would say that use ‘orientation to learn’ and ‘motivation to learn’ by creating discussion points and getting people to tell stories. Stories do much of the teaching for you, make it relevant to the group and give face and meaning to concepts. It is a great way to get everyone learning from each other and engages those in the room who feel that they are already the experts in a really positive way.
I do agree with the previous comments.
To maintain an Interesting learning environment, the trainer must have a love & passion for what they are presenting, I have attended many a course, where the presenter is bored and not present in the moment, I have found it a struggle to be committed , but on the other hand, when the trainer is engaging, knowledgeable & professional, & takes each students needs into account & tailors the class to match that learning criteria, then it is a wonderful success. The true worth of a trainer is in there ability to instill knowledge into their students. And that, after all is what we are all here for. The thrill of successfully competent people.
Both the characteristics of adult learners and the tips to facilitate learning are posted from a western andragogical perspective and do not take into account the fact that in some cultures (such as in many Indigenous Australian language groups), there is no concept of ‘self’, that what and when it is appropriate for an individual to learn is linked to prescribed cultural stages of readiness and who is appropriate to provide specific types information. That said, in a western context, B would match with both Tip 4 and Tip 1 ; C with 5; D with 2 and 4 and E with 2. In reality a justified match for all 5 ‘tips ‘ could be found against the characteristics if there was the space!
When I am seeking out learning, I have to know why and for what purpose, otherwise there is no motivation. I think this is very valuable when considering how I would go about encouraging others to learn. Outlining the purpose and the ‘why’ in the beginning sets the scene and allows the rest of the delivery of the training to flow.
Discussion, discussion and more discussion will allow for the application of Knowles’s second principle titled ‘Adult Learner Experience’. Discussion will allow for adult learners to explore their reservoir of experiences and draw on them, thus enhancing their learning.
As an adult learner I am motivated for my own personal reasons and assumed all other adult learner would also be. I had not (but now must) considered Alexandra’s point about compulsory training and participant not being interested or motivated. I hope there are some skill’s I can learn to deal with these types of situations.
Hello Beryl. You can’t always get highly motivated students, but for those who aren’t as motivated as others, the key thing is to try and make the training enjoyable. Try and bring FUN into the equation. I use quizzes and games, and rewards – you would already know how effective salty plums can be! They have to be there, so try to make it as enjoyable as possible and if that means contexualising the material then do it. Flexibility has to be the key. just as long as the main message gets across, choose the most fun way of doing it.
A valuable contribution Steve. Your last point ‘If you teach them how to learn, they’ll have the ability to gain any skills for the rest of their lives’. So true!
Great comments and topic in this blog, I agree with all and believe the theory is still quite relevant in the modern setting. What I would add to the ‘discussion’ (in order that learning can continue) is that the current technological environment has profoundly impacted adult learning in the workplace.
Organisations are now increasingly seeking to employ and retain individuals who have two key characteristics: –
The ability to fit with organisational culture; and
The ability to learn and grow with the organisation.
There is a departure from specific job skills due to the rapidly changing nature of jobs and work in general.
The key then in this environment is to ignite in adults the desire to learn and then provide them with the ability to learn.
Put simply – If you teach a person a skill, they’ll have that skill to apply tomorrow. But if you teach them how to learn, they’ll have the ability to gain any skill for the rest of their lives.
Hello! Thank you for this blog, it was great reading through everyone’s comments on Knowles’ insights into adult learning. As this is my first online course, I have found myself reflecting already on what kind of learner I am.
The ‘why’ has become a big focus for my learning and it is definitely something I need to be able to share with those I will be training, if I am to be at all successful as a trainer. Knowing I need to be flexible in the classroom when I will undoubtedly have a mix of people on their learning journey will be a good challenge.
I agree with the comments above that the learning tips and adult learning concepts interconnect in multiple ways.
For the purpose of matching and following point A with tip 3:
– point B (adult learner experience) with tip 1 because discussions can generate authentic and relevant examples as well as providing opportunities for students to learn from each other
– point C (readiness to learn) with tip 2 because aligning/discovering your passion helps frame the learning experience as relevant and positive
– point D (orientation to learning) with tip 5 because explicit learning objectives helps ensure activities are relevant and purposeful
– point E (motivation to learn) with tip 4 because an informal learning environment allows space for students to be self directed.
All these points and tips also resonate with me as an adult learner. It also appeals to apply a strengths based approach to learning – starting and building onto students’ strengths and experiences.
Good point Polly. From our experience, training and assessment definitely needs to be contextualised and tailored to the specific needs of the group. This will ensure that the training is always relevant and will encourage motivation and engagement.
Points D and E particularly resonate with the adult indigenous learners I am currently working with. It really does make a difference to planning, delivery and tone of the teaching and learning program.
Hi,
I think there are many variables as to why there may be an absence of engagement in one’s learning but I have found that if the instructor is enthusiastic and knowledgeable about the content, it tends to have an effect on everyone. Also building rapport with the learners is fundamental.
I read somewhere that you can’t incorporate the Bloom’s if you haven’t worked out the Maslow’s and that, I believe to be true.
warmest, Sikiki
Love it. Totally agree!
I really like the model and tips in the blog. In my experience I’ve found that those learners who feel you have something to offer will be engaged and excited about what they’re learning because they’re going to be able to apply it straight away (it’s going to make their job easier). The trainer’s passion for the topic needs to come across quickly or it can be hard to “get back” the ones that have lost interest.
I’ve also had instances where learners are attending because it’s part of mandatory training program and therefore can be disinterested because they don’t see any value in the training, often because it’s not immediately applicable to their work role and they could be doing something else with their time. This is where I’m still learning to be flexible and adjust my presentation to keep the environment informal – sometimes just one person asking some questions or sharing an experience can help break the ice.
Ali – I love the fact that you have mentioned flexibility. I always say a good trainer never delivers the same course twice.
I agree with these concepts but also believe there are still variations in the adult learning environment.
You have those that are self motivated, know what they want and already have passion for their learning.
You have those who might be looking for new opportunity, stepping outside their comfort zone and a little unsure.
And then there are those who are just doing it because they might need it one day but don’t know themselves what they want.
In all of these, variation in delivery is needed. To be successful there would need to be flexibility in meeting the learners environment.
Engaging those with experience and passion already will be easier, but they can help the process for the others. Listening and learning from another provides relevance but it also empowers the one who is sharing the information.
I think the key is, adult learning still needs to be adaptive to the individual learning and their personal priorities to help them achieve success.
Peri – you are right that the key is to be adaptive to the individual and their priorities.
This is why we have to get to know our learners rather than treat them as a number. Every training course we deliver will be different – even when it’s exactly the same subject and content.
Another type of learner you haven’t mentioned is the one who is resistant to learning in the first place because it was not their decision to undertake it. These are a challenge, as we have to find a way to motivate them – and again the key is to be flexible and to get to know the learner’s personal situation, wishes and motivation as well as their abilities.
I actually think that all of Knowles’ adult learner characteristics could be applied to the descriptions below.
I know that attending training it is best to involve the learner so they can gain more out of the subject matter, to do this it is best to utilise discussion, past experiences and situations that they have been in.
Motivation and readiness to learn also comes from knowing some of your content matter or being curious about it which is aided by passionate teachers and connecting with the learner through past experiences, knowing your content and making the information engaging.
Adults have already been through the formal school structure, either in total or in part, they don’t want or need this repeated formula in their training. This then connects with motivation and willingness to learn.
Most adults are time poor so it is important to state the purpose of why they are there and what they will get out of the course from the start. This instantly connects with the subject matter, can create a curiosity and motivation and self governs their motivation to continue learning.
I know that when I was younger my learning was never linked to enthusiasm or motivation, but in tertiary education it was linked to an outcome, i.e. can I get a job out of this. Now that I am older, my learning is very much tied with curiosity, motivation and a genuine willingness to want to learn and know more.
Great comment Beth, and I agree with everything you have said.
The old adage “you can lead a horse to water but you can’t make him drink” says it all.
The greatest problem we have is with learners who have been sent to training, rather than making the decision themselves.
Somehow we have to connect with them first or they will not be motivated to learn.
This is why discussion is such an essential part of group training and also why, with my remote learners, I always like to chat with them at the beginning.
1.Discussion, discussion and more discussion. Make time and space for it.
I feel this relates to Knowles point B – Adult learner experience, which refers to learners drawing on their past experiences to aid in learning. Discussion is a vital part of not only applying past experiences to learning, but sharing them also.
2.Find the Minecraft that will drive your learners to seek more. Remember why you’re passionate about your subject and encourage this passion in others.
Knowles point E – Motivation to learn, states that the motivation to learn is internal which can help develop a new skill or acquire a particular type of knowledge. If you are able to spark passion in others, they will be motivated to learn.
3.When you are communicating with your learners, think why as well as what.
Knowles point D – Orientation to learning, states that adult learners are not particularly content oriented and that adult learning focuses on realistic problems so the learners understand the reason for the learning. Understanding why aids with motivation and application of skills learned.
4.Keep your learning environment informal, allowing your learners to exercise choice and control in shaping their own learning environments.
I think this best relates to Knowles point A – Self-concept, which refers to adults having their own set of beliefs and values. Allowing learners to exercise choice and control in their learning, they will feel more empowered and motivated.
5.Ensure that the learning objectives are clearly stated and understood by all learners before they begin their learning.
This is most closely related to Knowles point C – Readiness to learn, which refers to adults needing to know why they are learning something. This ensures they know what to expect and can ensure that what they are learning aligns with their expected vocational outcome, hence promoting motivation.
My recent adult education experience was challenging – I was contracted to conduct a 60 hour job search program for what turned out to be a group of discouraged unemployed people, in a disadvantaged area. They all faced considerable barriers to employment, and did not want to be there. The program was flexible, but the space wasn’t – a fairly cramped, unventilated room equipped only with a whiteboard and computers. There were no language barriers, but discussion was very difficult. Pretty much the antithesis of good adult learning. Not engaging was their strategy to be dismissed early.
I was keen to add some variety, and on the last day had a BBQ, as the course was meant to develop teamwork. A particularly disengaged young participant eagerly asked to be cook, and raced out of the classroom as soon as I said let’s go! He coped well with the attention of being the cook and I think we found an area where he is motivated to learn. It will be over to his case worker to see if this can be utilised. So in response to the question posed – to encourage discouraged adults to learn, if they don’t know what they want to learn, try to expose them to different situations and see what they warm to. And there is not much point sending them to courses until they have this basic requirement.
I have another group to lead starting next week, but quite a different cohort – I only find out when I see them. The facilities are a little better, plus it is in an area where there is more scope for different activities – and I’ll apply Knowles principles despite the structural shortcomings.
Excellent comment Paul.
I do know how painful it is to engage learners who have been forced to attend rather than making the decision themselves.
It sounds like at least you engaged one of them – and sometimes that’s the best you can do.
You are definitely right to focus on learning through activities. Give them challenges (making sure they are within their ability). Once they actually succeed in something, it enhances their self-esteem and motivation to learn.
Adam, I think you are right. I can relate this to my experience training in word processing many years ago when IT was new. Mixed groups with young girls and more mature ladies who had been secretaries for years. I would provide a concept and the young ones would say “yes I got that” whereas the older ones were (a) less confident and (b) asked questions about how the concept applied to their work.
Then in the afternoon they might have a task to perform where they had to demonstrate they had absorbed and consolidated the knowledge. The older ones outperformed the young ones every time.
I could not agree more with the content of this blog. When I attended university at age 18, all of my peers (myself included) were never highly motivated to learn. We studied because we knew in the back of our minds that one day we may need it. The mature-aged students however all seemed passionate about learning and sought ways to apply the content to their work immediately.
It seems as though mature aged learners get more out of study than their younger counterparts.
Thanks for sharing your thoughts Adam. I think that adult learners have specifically chosen a learning pathway because they have a goal and at that point they are “ready to learn”. If the learning and assessment is delivered in such a way that that the learners whether adult or younger learners can absolutely understand the relevance of the learning and relate it to themselves or their career goals then the motivation is there to learn.
I could not agree with you more Adam.
Sometimes, relevance makes such a huge difference in ones life.
Wish you all the best in your learning and great to have you on board with us on part of this journey.
“Discussion – make time and space for it “
Point 1 relates to all of Knowles’ characteristics of adult learners –
they are self-directed and governed and have their own beliefs and values(A) and are able
to draw upon their past experiences to aid with their learning.(B)
They need to know the WHY of their learning(C) and immediacy of application
is important.(D)The motivation to learn for an adult learner is driven internally.(E)
Discussion in the learning environment for adult learners draws upon and covers all
of these points.
“Find the Minecraft…remember why you are passionate about your subject and
encourage this passion in others.”
Point 2 relates the most to Knowles’ characteristic E of adult learners- motivation to learn.
The teacher having passion about the subject motivates learners.
“When communicating…think why as well as what.”
Point 3 and Knowles’ point C match up in that adults learn better when they know
why they are learning something. It is important that their priorities align with their chosen
educational undertaking.
“Keep…learning environment informal’
Point 4 aligns with Knowles’ point D relating to adult learners’ learning
orientation.Immediacy of application is key, as is problem-centredness as opposed to
subject- centredness.
“Ensure …learning objectives are clearly stated and understood…”
Point 5 is relevant to all of Knowles’ points – it relates to self-knowledge and the
adult learner’s past experience, their readiness and motivation to learn and their
orientation to learning. For an adult learner, being in control of shaping their own learning
pathway is critical.
Hi Hiromi.
It’s wonderful to see you participate in this blog.
Great analysis and presentation of answers here.
It is an interesting read and thank you for providing such a good insight into characteristics of adult learning.
Hiromi, what an excellent response to the Blog. Thank you. I particularly liked your last comment that for an adult learner, being in control of shaping their own learning pathway is critical. This is so true. If the learning does not have relevance or fit into the adult learner’s goals then the motivation is not there.
Point 2. “Find the Minecraft …encourage this passion”. with E. Motivation to Learn seems to resonate with me.
When I’m facilitating a group, I reflect upon when I am the participant and how I feel motivated when I see the facilitator displaying genuine authenticity around their passion of the subject and their passion in facilitating to the group.
Knowles’ andragogical model is still relevant in today’s changing VET environment. We can engage learners through e-learning by providing real life scenarios and problem solving activities in the content.