Understanding Adult Learning Process 2.

Concept and Principles of Adult Learning

Active learning is a method of adult education which incorporates direct participation and creates an
atmosphere for sharing experiences. It involves adults practicing new skills and applying new knowledge
and attitudes during training activities.

Compared to children and teens, adults have special needs and requirements as learners. Despite the
apparent truth, adult learning is a relatively new area of study. The field of adult learning was pioneered by
Malcom Knowles . He identified the following 6 characteristics of adult learners (more familiarly known as
adult learning Principles):
Adults are autonomous and self-directed. They need to be free to direct themselves. Their
teachers must actively involve adult participants in the learning process and serve as facilitators for
them. Specifically, they must get participants' perspectives about what topics to cover and let them
work on projects that reflect their interests. They should allow the participants to assume
responsibility for presentations and group leadership. They have to be sure to act as facilitators,
guiding participants to their own knowledge rather than supplying them with facts. Finally, they
must show participants how the class will help them reach their goals (e.g., via a personal goals
sheet).
Adults have accumulated a foundation of life experiences and knowledge that may include work-
related activities, family responsibilities, and previous education. They need to connect learning to
this knowledge/experience base. To help them do so, they should draw out participants'
experience and knowledge which is relevant to the topic. They must relate theories and concepts
to the participants and recognize the value of experience in learning.
Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to
attain. They, therefore, appreciate an educational program that is organized and has clearly
defined elements. Instructors must show participants how this class will help them attain their
goals. This classification of goals and course objectives must be done early in the course.
Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be
applicable to their work or other responsibilities to be of value to them. Therefore, instructors
must identify objectives for adult participants before the course begins. This means, also, that
theories and concepts must be related to a setting familiar to participants. This need can be
fulfilled by letting participants choose projects that reflect their own interests.
Adults are practical, focusing on the aspects of a lesson most useful to them in their work. They
may not be interested in knowledge for its own sake. Instructors must tell participants explicitly
how the lesson will be useful to them on the job.
As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of
experiences that adult participants bring to the classroom. These adults should be treated as
equals in experience and knowledge and allowed to voice their opinions freely in class.

1
 Understanding Adult Learning Process 2.0

Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult
learning:

Social relationships: to make new friends, to meet a need for associations and friendships.
External expectations: to comply with instructions from someone else; to fulfill the expectations or
recommendations of someone with formal authority.
Social welfare: to improve ability to serve mankind, prepare for service to the community, and
improve ability to participate in community work.
Personal advancement: to achieve higher status in a job, secure professional advancement, and
stay abreast of competitors.
Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and
provide a contrast to other exacting details of life.
Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy
an inquiring mind.

Adult Learning: Comparison with traditional method

Unlike children and teenagers, adults have many responsibilities that they must balance against the
demands of learning. Because of these responsibilities, adults have barriers against participating in
learning. Some of these barriers include lack of time, money, confidence, or interest, lack of information
about opportunities to learn, scheduling problems, "red tape," and problems with child care and
transportation.

Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a
requirement for competence or licensing, an expected (or realized) promotion, job enrichment, a need to
maintain old skills or learn new ones, a need to adapt to job changes, or the need to learn in order to
comply with company directives.

The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the
barriers. Instructors must learn why their students are enrolled (the motivators); they have to discover
what is keeping them from learning. Then the instructors must plan their motivating strategies. A
successful strategy includes showing adult learners the relationship between training and an expected
promotion.

2
 Understanding Adult Learning Process 2.0
This diagram shows the traditional method of teaching.

The Didactic "Teacher Student Method"

TEACHER
s

The Characteristics of this model include:

Teacher Student
is very big and important is small and unimportant
is full of knowledge has little knowledge about the topic
ignores students experience must keep quiet during lecture
has no experience to share

The didactic Teacher-Student Method is often not an effective training model for adults for two reasons.
It disregards a very important resource the students' knowledge and experience.
Adults learn better and remember what they learned when they:
hear information
see demonstrations and illustrations
discuss information and ideas
practice techniques

Adult (Participatory) Training

P
P
P
T
P
P P

3
 Understanding Adult Learning Process 2.0
The characteristics of this model include:

The Trainer The Participants

is a facilitator are members of a communication network
is a good communicator feel at ease

The Trainer The Participants

works at the same level as the participants
respects participants' ideas and experiences
is supportive of the learning process
is an organizer of learning experiences
participate actively
share experiences
ask questions, make mistakes, and take risks as
part of the training process
use the trainer as a resource, guide and mentor

The active learning model takes into account adult education principles and applies them to training
methods.

Adult Education Principles and Implications for Training

Adult Education Principle Implications for the training plan

Adults learn best when they perceive Provide "real life" situations and emphasize the
learning as relevant to their needs. application of learning to real problems.
Identify learners' needs and what is important to
them.

Adults have unique learning styles. They Use a variety of training techniques.
learn in different ways, at different rates,
Establish an atmosphere of respect and
and from different experiences.
understanding of differences.

Participants bring relevant and important
knowledge and experiences to the
workshop.
Provide opportunities for sharing information.
Discuss and analyze participants' experiences.
Use participants as a resource and encourage them to
participate and share their experiences.

By using adult education principles and practices, the trainer can expect active participation by persons
attending the training event. Personnel trained using these methods learn quickly and retain new
knowledge and skills.
Source: Steven R. Crawford for ECI 761

4
 Understanding Adult Learning Process 2.0

Setting Learning/Training Objectives

Definition of Learning Objectives

A statement of learning objectives

is a collection of words or symbols describing one of your educational intents.
describes an intended outcome of instruction, a proposed change in a learner when he has
successfully completed a learning experience.
describes an observable and measurable pattern of behavior (performance) you want the
learner to be able to demonstrate.

Importance of Using Objectives

Clearly defined and stated learning objectives are important because they serve.
To direct learning by providing a sound basis for selecting appropriate materials, content, learning
experience and learning methods.
As a basis for evaluating a course or training program.
As a basis for evaluating the degree to which the learner is able to perform in the manner desired
(e.g. using specific learning objectives, fair tests which measure performance in terms of the goals).
As a means for the learner to evaluate his own progress and to organize his efforts into relevant
activities.

Meaningful Learning Objectives

A meaningfully stated objective is one the best communicates your learning intent.

The best statement is one that is open to interpretations and this prevents misunderstandings as to what
you mean.

State your general learning objectives into specific learning outcomes.

A. Writing objectives that will describe the desired behavior of the learner can be done by
following these steps:
* Identify the terminal behavior by name: Specify the kind of behavior that will be accepted as
evidence that the learner has achieved the objective.
* Try to define the desired behavior further by describing the important conditions under
which the behavior will be expected to occur.
*Specify the criteria of acceptable performance by describing how well the learner must
perform to be considered acceptable.

B. Your statement of a learning objective identifies the desired terminal behavior when it answers
the question:
* What is the learner doing (observable act) when he is demonstrating that he has achieved the
objectives?
* What are the conditions under which you will expect the terminal behavior to occur?
* Are there any skills that you are specifically not trying to develop?
* Does the objective exclude such skills?

5
 Understanding Adult Learning Process 2.0
C. Your learning objective describes how well the learner must perform to be considered
acceptable when it describes the criterion of success by:
* Indicating a time limit whenever a time limit is intended
* Specifying the minimum number, percentage or proportion of correct responses you will
accept
* Defining the important characteristics of performance accuracy (e.g. in terms of acceptable
deviation from some standard).

D. To recap, test the clarity and completeness of your learning objectives through the following
questions:
* Does the statement describe what the learner will be doing when he is demonstrating that he
has reached the objective?
* Does the statement describe the important conditions (grievance or restrictions or both)
under which the learner will be expected to demonstrate his competence?

E. Does the statement indicate how the learner will evaluate? Does it describe at least the lower
limit of acceptable performance?

Conclusion: The statement of objectives for an entire course or program learning will consist of several
specific statements.
Source: The Winning Trainer, Part I- Julius E. Eitington

Types of Training Objectives:

Training objectives can be classified into 3 broad categories1:

01. Cognitive Objective: Cognitive objectives deal with the recognition of knowledge understanding
and the development of intellectual abilities and skills. Examples:
* To identify * To solve * To recall * To write

02. Affective Objective: Affective objective pertain to feelings of emotion depicted by words as
motivation appreciation, attitude, interest and enthusiasm.Examples:
* To respond * To value * To demonstrate willingness to

03. Psychomotor Objective: Psychomotor objectives which refer to the development of motor of
manipulative skills. Examples:
* To drive a car * To operate a machine * To change

1
These three types come from the three learning domains i.e. cognitive, affective and psychomotor reflecting the head,
hand and heart of the learners accordingly.
6
Understanding Adult Learning Process 2.0