UnitLearninng

tended Principles of Adult Learning

2.3 Outcomes: At the end of this chapter, the students are expected to:
1.

Intended Learning Outcomes: At the end of this chapter, the students are
expected to:

1. Define Andragogy.
2. Enumerate the Knowles’ assumptions of adult learners.
3. Determine the characteristics of Adult Learners and principles of Adult Learning
Theory.
4. Determine the motivation and barrier of Adult Learners, and tips for effective
instructors.
5. Create instructions for a task under a competency that apply the principles of
andragogy.
6. Develop a matrix of teaching technique per Adult Learning Style.

PLEASE CONSIDER THAT IN THIS SUBJECT/COURSE YOU ARE LEARNING HOW TO

BE A TRAINER OR FACILITATOR OR TEACHER IN THE FUTURE.
ALSO, PLEASE CONSIDER THAT YOUR FUTURE STUDENTS ARE THOSE UNDER TVET
PROGRAMS OF TESDA.
YOU MAY REVIEW YOUR MODULE 1 IF YOU HAVE FORGOTTEN THOSE
PROGRAMS.
THIS IS A REMINDER SO THAT YOU COULD UNDERSTAND WHY YOU ARE TO STUDY
ABOUT ADULT LEARNING.

2.3.1 The Adult Learning Theory – Andragoy – of Malcolm Knowles

Malcolm Shepherd Knowles (1913-1997) was an American educator well known

for the use of the term Andragogy as synonymous to adult education. For him,
andragogy is the art and science of adult learning, thus andragogy refers to any form of
adult learning (Kearsley, 2010).
 The term andragogy can be supposedly equivalent to the term pedagogy.
Andragogy in Greek means man-leading in comparison to pedagogy, which in Greek
means child-leading. However, it should be noted that the term pedagogy has been
used since the Ancient Greek Times, while Alexander Kapp, a German educator, first
used the term andragogy in 1833.

Knowles’ 5 Assumptions of Adult Learners

1. Self-concept
As a person matures his/her self-concept moves from one of being a dependent
personality toward one of being a self-directed human being.

2. Adult Learner Experience

As a person matures he/she accumulates a growing reservoir of experience that
becomes an increasing resource for learning.

3. Readiness to Learn
As a person matures his/her readiness to learn becomes oriented increasingly to
the developmental tasks of his/her social roles.

4. Orientation to Learning
As a person matures his/her time perspective changes from one of postponed
application of knowledge to immediacy of application. As a result his/her
orientation toward learning shifts form one of subject-centeredness to one of
problem centeredness.

5. Motivation to Learn
As a person matures the motivation to learn is internal

Application of Andragogy in Personal Computer Training

Knowles (1984) provides an example of applying andragogy principles to the design

of personal computer training:

1. There is a need to explain the reasons specific things are being taught (e.g.,
certain commands, functions, operations, etc.)
2. Instruction should be task-oriented instead of promoting memorization –
learning activities should be in the context of common tasks to be performed by
the others.
3. Instruction should take into account the wide range of different backgrounds of
learners; learning materials and activities should allow for different levels/types
of previous experience with computers.
4. Since adults are self-directed, instruction should allow learners to discover things
and knowledge for themselves without depending on people. However, learners
should be offered guidance and help when mistakes are made.

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2.3.2 Important Characteristics of Adult Learners

1. Self-direction
Adults feel the need to take responsibility for their lives and decisions and this is
why it is important for them to have control over their learning. Therefore, self-
assessment, a peer relationship with the instructor, multiple options and initial,
yet subtle support are all imperative.

2. Practical and results-oriented

Adult learners are usually practical, resent theory, need information that can be
immediately applicable to their professional needs, and generally prefer practical
knowledge that will improve their skills, facilitate their work and boost their
confidence. This is why it is important to create a course that will cover their
individual needs and have a more utilitarian content.
3. Less open-minded
Adult learners are more resistant to change.
Maturity and profound life experiences usually lead to rigidity, which is the
enemy of learning. Thus, instructional designers to provide the why behind the
change, new concepts that can be linked to already established ones, and
promote the need to explore.

4. Slower learning, yet more integrative knowledge

Aging does affect learning. Adults tend to learn less rapidly with age. However,
the depth of learning tends to increase over time, navigating knowledge and
skills to unprecedented personal levels.

5. Use personal experience as a resource

Adults have lived longer, seen and done more, have the tendency to link their
past experiences to anything new and validate new concepts based on prior
learning. This is why it is crucial to form a class with adults that have similar life
experience levels, encourage discussion and sharing, and generally create a
learning community consisting of people who can profoundly interact.

6. Motivation
Learning in adulthood is usually voluntary. Thus, it is a personal choice to attend
school, in order to improve job skills and achieve professional growth. This
motivation is the driving force behind the learning and this is why it is crucial to
tap into a learner’s intrinsic impetus with the right thought-provoking material
that will question conventional wisdom and stimulate his mind.

7. Multi-level responsibilities
Adult learners have a lot to juggle; family, friends, work and the need for
personal quality time. This is why it is more difficult for an adult to make room
for learning, while it is absolutely crucial to prioritize. If his life is already
demanding, then the learning outcome will be compromised. Taking that under
consideration, an instructional designer needs to create a flexible program,
accommodate busy schedules, and accept the fact that personal obligations
might obstruct the learning process.

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 8. High expectations
Adult learners have high expectations. They want to be taught about things that
will be useful to their work, expect to have immediate results, seek for a course
that will worth their while and not be a waste of their time or money. This is why
it is important to create a course that will maximize their advantages, meet their
individual needs and address all the learning challenges.

These characteristics are based on the following eight principles of adult

learning (Sullivan et al 1995):
1. Learning is most productive when the student is ready to learn. Although
motivation is internal, it is up to the trainer to create a climate that will nurture
motivation.
2. Learning is most effective when it builds on what the student already knows or
has experienced.
3. Learning is most effective when students are aware of what they need to learn.
4. Learning is made easier by using a variety of training methods and techniques.
5. Opportunities to practice skills initially in controlled or simulated situations (e.g.,
through role play or use of anatomic models) are essential for skill acquisition
and for development of skill competency.
6. Repetition is necessary to become competent or proficient in a skill.
7. The more realistic the learning situation, the more effective the learning.
8. To be effective, feedback should be immediate, positive and nonjudgmental.

Training delivery is based on different principles of education and training. As a

trainer, should have a clear understanding of these principles and the characteristics of
your trainee so that you can provide activities most appropriate to them. Integrating
these principles of education and training should make your training more efficient and
most effective.

2.3.3 Motivating the Adult Learner

Adult Learner involves in a course due to the following motivational factors:

1. Social Relationships
To make new friends, to meet a need for associations and friendships.

2. External Expectations
To comply with the instructions from someone else; to fulfill the expectations or
recommendations of someone with formal authority.

3. Social Welfare
To improve ability to serve mankind, prepare for service to the community, and
improve ability to participate in community work.

4. Personal Advancement
To achieve higher status in a job, secure professional advancement, and stay
abreast of competitors.

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 5. 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.

6. Cognitive Interest
To learn for the sake of learning, seek knowledge for its own sake, and to satisfy
an inquiring mind.

What motivates adult learners?

Typical motivations include:

1. Requirement for competence of licensing

2. An expected (or realized) promotion
3. A need to maintain old skills and learn new ones
4. A need to adapt to job changes
5. A need to adapt to new systems
6. The need to learn in order to comply with company directives

Barriers and Motivation

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.

1. Lack of time
2. Lack of money
3. Lack of confidence or interest
4. Lack of information about opportunities to learn
5. Scheduling problems
6. Red tape
7. Problems with childcare and transportation

Learning Tips for Effective Instructors

There are four critical elements of learning that must be addressed to

ensure that participants learn. These elements are:

1. Motivation – Instructors can motivate students via several means:

- Set a feeling or tone for the lesson
- Set an appropriate level of concern
- Set an appropriate level of difficulty

2. Reinforcement – instructors can also motivate adult learners through

reinforcement.
- Positive Reinforcement
(e.g. a reward to encourage behavior)
- Negative Reinforcement

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 (e.g. teacher can eliminate that night's homework if kids study hard and
accomplish a lot in class to encourage behavior)

When instructors are trying to change behaviors (old practices),

they should apply both positive and negative reinforcement.

3. Retention – students must retain information from classes in order to benefit

from the learning.

6 Ways to Improve Learner Retention

1. Stimulate the senses with storytelling and attractive diagrams.

Relatable is reliable. People are most willing and able to digest information
that they can apply to themselves and the world around them. The more
easily a person can mold newly-acquired knowledge into the frame of their
life experiences, the easier it will be for them to make that knowledge
intuitive.
Studies have shown that beliefs can be swayed more effectively through
storytelling than through logical arguments. Consider your program to be as
much a narrative as it is a lesson plan. Clearly present the beginning, middle
and end with a simple synopsis. Use color theory to catch learners’ attention
by catching their eyes. Metaphors, imagery and relatable anecdotes will
double the power of your message and organically embed it into your
learners’ hearts and minds.

2. Place as much emphasis on application as comprehension.

Practice is more powerful than preaching. Education serves no purpose
without effective retention, and retention is worthless without effective
application. The effectiveness of your training program will skyrocket if you
offer frequent opportunities for the learners to put what they’re learning
into practice, perhaps using gamification techniques.
At the end of every section, give your learners an exercise to test themselves
on the material. Not only will frequent exercises break up the monotony of
sitting and listening, but as the program progresses, their level of
competence in the subject will increase exponentially.

3. Consider a top-down approach to more complex topics.

The top-down approach is a powerful option for streamlining learners’
ability to apply what they’ve learned. Consider two ways a new person could
show you who they are: by telling you their name, or by breakdancing. The
former is an introduction, but the latter is an impression. Not only does the
impression demand more attention, but it also gives depth to the
introduction.
You don’t just want your learners to know what concepts are called; you
want them to understand what they do in real life. Before you explain the
individual gears of the clock, show them what time does to a corpse. Provide
relevance first and definitions later. Your learners will be reminded of the
overarching purpose, enhancing retention and motivation.

4. Break down the smaller parts to make larger parts more intuitive.

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 Repetition is what makes the periodic table as simple as the alphabet.
Develop short formulas or abbreviations to encapsulate the more tedious
points of your training program, and repeat them as often as possible.
Breaking the most challenging parts into bite-sized pieces reduces
intimidation, improves learners’ confidence and prevents burnout. This
process is known as microlearning. Find out if your organization is ready for
microlearning by taking this quiz.

5. Encourage brainstorming and interaction.

Each learner’s starting knowledge is like a snowball. Their progress is like
rolling the snowball up a hill, growing steadily. When you encourage them to
learn from each other, the snowball rolls back down the hill, and their rapid
growth begins.
As social animals, we’re hard-wired to develop in packs. Bouncing ideas off
one another is a powerful and interactive exercise in applying new
knowledge. Picking each other’s brains can renew learners’ perspectives on
difficult concepts and break through plateaus.

6. Humanize your content delivery.

Consider using a narrative voice or a personified avatar to deliver your
content. When people feel like they’re being communicated with as
individuals, their level of attentiveness increases. When you capitalize on
that human aspect, your information becomes more approachable.
No matter what your program has to teach, it’s only as effective as the
learners’ retention. By using these methods, you can create a graduating
class of learners who may have otherwise backed out on Day 3. Imagery,
application, relevance, repetition, cooperation and communication
transform difficulty into discovery.

4. Transference – the ability to use the information taught in the course but in a
new setting.
Example of Transfer of Learning (Transference) is Problem Solving

- Positive Transference

- Negative Transference
In the example, the grammar rule is change due to confusion of the
subject verb agreement

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 May watch a video with the link below for further understanding
https://www.youtube.com/watch?v=sKuUiIugTZE

2.3.4 Transferring Adult Learning Styles from Traditional Classroom

Instruction to the Workplace

Providing training for the next generation of workers will require considerable
flexibility in learning. All generations still require training, but each has its own focus,
perspective, and expectations about the training. Additionally, each of these
generations will be performing slightly different roles in the coming years of the
workforce.

Furthermore, to successfully manage this multigenerational workforce,

workplace learning and performance professionals will need to provide training and
technology that fits both the learning styles and lifestyles of the diverse workforce.

The transition of different learning styles promises to do more justice to the

richness of learning and evidence why learning styles are important in adult learning
and training in the workplace.

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 1. Verbal Language Learner

Verbal Learning and Techniques:

If you are a verbal learner, try the techniques that involve reading, speaking and
writing. Find ways to incorporate more speaking and writing in techniques. For
example, talk yourself through procedures in the simulator, or use of recording
of your content for repetition.

Make the most of the word-based techniques such as assertions and scripting.
Use rhyme and rhythm in your assertions where you can, and be sure to read
important ones aloud. Set some key points to a familiar song, jingle or theme.

Mnemonics are your friends for recalling lists of information. Acronym

mnemonics use words, focusing on the first letter of the word to make up
another word or memorable sequence. You can also make up phrases using the
items you want to memorize.

2. Visual Learner

Visual Learning and Techniques:

If you are a visual learner, use images, pictures, color and other visual media to
help you learn. Incorporate much imagery into your visualizations.

You may find that visualization comes easily to you. This also means that you
may have to make your visualizations stand out more. This makes sure new
material is obvious among all other visual images you have floating around inside
your head.

Use color, layout and spatial organization in your associations, and use many
“visual words” in your assertions. Examples include see, picture, perspective,
visual and map. Use mind maps. Use color and pictures in place of text, wherever
possible. If you do not use the computer, make sure you have at least four
different color pens.

Systems diagrams can help you visualize the links between parts of a system, for
example major engine parts or the principle of sailing in equilibrium. Replace
words with pictures, and use color to highlight major and minor links.

3. Auditory Learner

Auditory Learning and Techniques:

If you are an aural learner, use sound, rhyme, and music in your learning. Focus
on using aural content in your association and visualization.

Use sound recordings to provide a background and help you get into
visualizations.

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 Use sound recordings to provide a background and help you get into
visualizations. For example, use a recording of an aircraft engine running
normally, playing loudly via a headset, to practice flight procedures. Use a
recording of the sound of wind and water when visualizing sailing maneuvers. If
you do not have these recordings, consider creating them while next our
training.

When creating mnemonics, make the most of rhythm and rhyme, or set them to
a jingle or part of a song.

Use the anchoring technique to recall various states that music invokes in you. If
you have some particular music or song that makes you want to “take on the
world,” play it back and anchor your emotions and state. When you need to
boost, you can easily recall the state without needing the music.

4. Kinesthetic Learner

Kinesthetic Learning and Techniques:

If you use a physical style, use touch, action, movement and hands-on work in
your learning activities. For visualization, focus on the sensations you would
expect in each scenario. For example, if you are visualizing a tack (turn) on a
sailboat, focus on physical sensations.

For assertions and scripting, describe the physical feelings of your actions. For
example, a pilot might script as follows: “I feel the friction as I push the throttle
forward to start my takeoff run. The controls start to feel more responsive as I
check the airspeed, oil pressure and temperature. At takeoff speed, I pull back
slightly, and I feel the vibrations of the wheels stop as the plane leaves the
ground. After a few moments, I reach down and set the gear selector to up. I feel
the satisfying bump as the gear stops fully up.”

Use physical objects as much as possible. Physically touch objects as you learn
about what they do. Flashcards can help you memorize information because you
can touch and move them around.

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Module 2 (Prof Ed 212) Name: ____________________________________________
Activity No. 2.3 Program/Year: ____________Date Submitted: ___________

Self – Check Test

TRUE OR FALSE:
Write TRUE if the statement is correct and FALSE if the statement is not correct.
1. Andragogy is the art and science of adult learning and it refers to any
form of adult learning.
2. An adult learner has an orientation toward learning that shifts from one
of subject-centeredness to one of problem centeredness.
3. Adults tend to learn more with age. And, the depth of learning tends to
increase over time, navigating knowledge and skills to unprecedented
personal levels.
4. Adults want to be taught about things that will be useful to their work,
expect to have immediate results, seek for a course that will worth their
while and not be a waste of their time or money.
5. Learning is most effective when students are aware of what they need to
learn.

MATCHING TYPE

Match Column A (the motivations for adult learners) with the correct answer on
the Column B (meaning). Write only the letter of your answer.

Column A Column B

1. Social Relationships a. The need to learn in order to

comply with company directives
2. External Expectations b. An expected (or realized)
promotion
3. Social Welfare c. A need to adapt to new systems
d. A need to adapt to job changes
4. Personal Advancement e. A need to maintain old skills and
learn new ones
5. Escape/Stimulation f. Requirement for competence of
licensing
6. Cognitive Interest

ENUMERATION

List down or enumerate what are asked for each of the following:

1. Characteristics of Adult Learners

2. Adult learners’ barriers against participating in learning.
3. Ways to Improve Learner Retention

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Module 2 (Prof Ed 212) Name: ____________________________________________
Activity No. 2.3 Program/Year: ____________Date Submitted: ___________

ESSAY

Explain each question.

1. Based on the Learning Style Inventory on page 12, what is your dominant
learning style? Support your answer.
2. What is the relationship of this adult learning in your future career in
teaching?
3. How important is transference in adult learning?

Criteria:

3 to 5 sentences - 2 pts
Idea/content - 3 pts
Total 5pts/per number

Activity

1. Choose a topic from one your previous courses/subjects and create 5

instructions for your learners. Make sure to apply the principles of adult learning.
Refer to Application of Andragogy in Personal Computer Training as your guide.

Example:

Topic: Baking a Brownie (5 points)

1. Mis-en- place or prepare all the ingredients by sifting, weighing and or

measuring. (1 point for each instruction)

2. Choose a topic from one your previous courses/subjects. Create or fill out the
learning style matrix below. This is thinking of what activity is fitted for a style of
learning for adults.

Example:

Topic: Baking a Brownie (5 points)

Technique (2 points each)

Learning Style Technique/s

1. Verbal
2. Visual
3. Auditory
4. Kinesthetic Prepare a brownie based on the recipe
and criteria/rubric provided.

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