7 Theories Of Adult Learning That Will Transform Your eLearning And Training Techniques

Adult Learning Theories To Inform Your eLearning And Training Programs

As Learning and Development (L&D) professionals, we’re tasked with the challenge of designing training programs that not only impart knowledge, but also inspire, engage, and transform our learners. But what’s the secret sauce that separates a “meh” training session from a truly marvelous one? The answer lies in the rich tapestry of adult learning theories.

Think of learning theories as the user manual for the human brain. They provide us with a deep understanding of how people learn, what motivates them, and how we can tailor our educational experiences to fit their unique needs. Just as a chef follows a recipe to create a delectable dish, L&D practitioners can leverage these proven frameworks to “cook up” training programs that are not only effective but also engaging and memorable.

In this comprehensive guide, we’ll dive into the seven most influential adult learning theories. By the end of this article, you’ll be able to design learning experiences that truly stick with your audience.

7 Key Theories Of Adult Learning

1. The Concept Of Andragogy

Self-directed learning was established as a concept in 1975 and is credited to Malcolm Knowles, who also discussed extensively the concept of andragogy. Andragogy is the study of adult learning, as opposed to pedagogy, which studies children’s education. As a theory, andragogy deals with the needs and special characteristics of adult learners and, thus, gives guidelines for the development of learning content that is likely to be more productive and interesting for the adult audience.

The Four Core Values Of Andragogy

• Self-directed learning
  Adults demand to have the power to self-direct and manage their own learning. They should be passive in actual instruction but active during the design and evaluation phases.
• Experiential learning
  Adults’ learning is grounded on the achievement of their past knowledge and skills. It is important that their abilities to err and to succeed are the essence of all programs.
• Relevance and immediacy
  Older adults tend to focus on topics that are immediately relevant to their current concerns, such as business opportunities or weaknesses, to develop in their professional careers. They are focused on getting the knowledge that addresses the present needs that they have.
• Internal motivation
  With age, a person becomes less dependent on external incentives (praises and discouragements) and strives more toward self-aim (self-actualization).

To use andragogy in practice, consider that you have been asked to lead a workshop on leadership strategies for senior managers. You begin by performing a needs assessment by asking questions, instead of providing a single lecture. The managers should be intent on communicating the issues they face and what they expect from the workshop. Such communication addresses their need for relevance and self-direction.

In the course of the workshop, narratives or case studies of the participants, such as their experiences, are presented to help them learn from past mistakes and make new plans, appreciating their base of experiences. When introducing new ideas, you constantly refer to the current tasks of the audience to illustrate how the knowledge can be used right away. Instead of offering badges or certificates as rewards, you emphasize the importance of personal ownership, highlighting how personal growth and self-actualization contribute to becoming a better leader at the end of the course.

2. Experiential Learning: Learning By Doing

David Kolb’s theory of experiential learning, developed in the 1970s, posits that experience constitutes the nucleus of the learning process. Such experience not only allows the growth of new skills but also the acquisition and application of knowledge by adults who participate in an activity and give it thought to put into practice.

Kolb’s experiential learning cycle has four stages:

• Concrete experience
  The learner experiences something new, or something they have experienced before but in different circumstances.
• Reflective observation
  The learner analyzes and evaluates the experience that occurred.
• Abstract conceptualization
  The learner synthesizes their experiences and evaluations and decides on future action.
• Active experimentation
  The learner carries out the action they plan, assesses the actions they have taken, and notes how various aspects have changed from previous experiences.

An Example Of Learning By Doing

Experiential learning can also be defined as “learning by doing”, or learning through experience and practice. Learners are not simply listening passively. Instead, they are actively solving how things should be done through practical activities.

For example, let’s assume you are training a team to communicate effectively. Instead of a traditional classroom setting, you put the attendees into a simulated situation where they are supposed to resolve a communication barrier (concrete experience). After the simulation ends, you engage the participants in a debriefing and encourage them to describe what they observed and how they felt about the events.

Next, you introduce frameworks or theories on communication to enhance their understanding of how effective dialogue can be achieved (abstract conceptualization). With this new information, they then attempt to implement these strategies in a subsequent role-play session and evaluate how different strategies yield different outcomes (active experimentation). Thus, as the cycles repeat, their communication skills will be practiced, developed, and perfected.

3. Transformative Learning: Reframing Perspectives

In 1978, Jack Mezirow theorized that transformative learning is best described as a change of the perspective through which the learner sees the world and engages with it. This encompasses transformation in the learner’s mind, emotions, and behavior—not simply the acquisition of new information.

Transformative learning is the mother of all “makeover shows.” It redefines how people view reality, where they enter as one person and leave with a distinct outlook. It is akin to learning that asks “Does believing in this idea make you feel good?” much like Marie Kondo in her show.

To apply transformative learning in practice, you should design a course that goes beyond knowledge transfer. It should require participants to unlearn their existing beliefs, assumptions, and perceptions. For example, instead of simply teaching about cultures or statistics in a diversity and inclusion workshop, participants should engage in activities that make them aware of their stereotypes.

This could include traditional methods, but also more participative approaches, such as dramatizations where participants take on the role of the stereotype target, or critical self-examinations that require recalling instances where vestiges of prejudice have emerged. Accompanied by careful leadership, such activities can lead to powerful realization moments that change how individuals think and behave in society. Transformative learning cannot be separated from the process of acquiring knowledge because it enables a deep fundamental change in how we think, feel, and interact with our surroundings.

4. Action Learning: The Solution To Problems

In a way, problem solving through action learning is similar to speed mentoring; quick, with a lot of feedback, and limited time. This method addresses issues in real time while constantly shifting the learning process.

For instance, some companies employ action learning when they notice a sudden drop in sales. Instead of hiring a consultant, they form an action learning group, composed of sales representatives, marketing team members, a product manager, and a few customers. This group might discover that customers’ needs have shifted, or that internal organizational issues are affecting sales. After critical questioning, the group develops a plan, implements it, and later evaluates the results and revises tactics accordingly.

This ongoing cycle of “plan-act-review” not only solves the immediate problem but also helps participants grow their knowledge and competencies, making them better equipped to handle future challenges. In essence, action learning is about doing, making it highly applicable to real-world challenges.

5. Self-Directed Learning: The Freedom To Learn

Self-directed learning can be compared to embarking on an uncharted solo journey. You decide on your destination and your goals, you create a map using the resources available to you, and you take action without relying on someone else to guide you.

For example, imagine you want to prepare employees for a self-paced eLearning module. Instead of forcing them into a rigid curriculum, you provide them with a variety of tools, like videos, readings, podcasts, and exercises, then allow them to choose which resources to explore based on their job roles, interests, and learning needs.

A marketing professional might choose to focus on hybrid advertising while a sales representative might prioritize negotiation skills. Participants are empowered to guide their own learning and later reflect on their experiences through interviews or journals. This approach not only makes learning more personalized and context-appropriate but also fosters empowerment and ownership.

6. Project-Based Learning: Hands-On, Outcome-Focused

Project-based learning is like assembling furniture from IKEA; you have a clear goal, you follow the steps to get there, and at the end, you have something tangible to show for it.

For example, if your organization wants to improve its social media presence, instead of lecturing employees on social media strategy, why not let teams create and execute their own campaigns? They will conduct research, develop content, design visuals, and track metrics, all while troubleshooting issues along the way.

Not only will they gain a deeper understanding of social media marketing but the organization will also benefit from the results, whether it’s increased followers, engagement, or sales. Project-based learning is all about producing something meaningful that can be used in the real world.

7. Behaviorism Reinforcing: Desired Behaviors

The behaviorist theory, pioneered by B.F. Skinner in the 1940s, suggests that learning is a modification of behavior based on positive or negative stimuli. It’s the “carrot and stick” approach where good behavior is rewarded and bad behavior is not.

In a corporate setting, employees might receive bonuses for completing training modules while those who don’t comply with company policies could face penalties. In a classroom, students might earn tokens for good behavior which they can exchange for rewards.

However, over-reliance on external rewards can undermine intrinsic motivation. Learners might start viewing education as a quest for prizes, rather than focusing on personal growth and development. Hence, it’s important to strike a balance between external incentives and fostering internal motivation.

Conclusion: Application Of Theory

In the world of Learning and Development, an understanding of adult learning theories is essential. Working with theories like andragogy, experiential learning, and transformative learning allows L&D professionals to design impactful memorable training that avoids the traditional repetitive approach.

These learning theories are not abstract concepts—they are practical tools that can revolutionize adult education. Whether you’re a seasoned L&D professional or new to the field, mastering these theories will be a game-changer, helping you create training programs that inspire, empower, and unlock the full potential of your audience.

Happy learning! May your training programs be as dynamic and engaging as the learners they serve.