Adult Learning Theory
Adult learning theory essentially revolves around two themes. The first idea is that adults do not learn the same way as children. Since adults arrive with many experiences, their knowledge must be respected and they cannot be talked down to or this will create a barrier to their further learning. Secondly, there are different adult learning styles and methods that enhance a person’s understanding. As we get older, our brains become less flexible and able to capture new information, so it’s important that instructors who teach adults, particularly old adults, understand the various techniques that combine the senses and paint a more complete picture for the adult students.
The first adult learning styles writings were published by adult learning theory pioneer David Kolb in 1984. He argued that there are four distinct learning styles: Diverging, Assimilating, Converging and Accommodating and that there are also four phases for each style, which are Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. “Divergers” are sensitive and emotional, prefer to watch rather than do, enjoy brainstorming and information gathering, and are receptive to feedback. “Convergers” love technical tasks and problem solving, can easily apply practical uses for theories, are less interested in social-personal issues, and like simulations or new ideas. “Assimilators” need clear explanations and logical reasoning, they’re good at organizing data, they are less focused on people and more interested in abstract concepts, and they like readings and analytical models to further their understanding. Lastly, “Accommodators” are hands-on and intuitive, they like to use other people’s experiences, they love new challenges and experiences, they like working in teams and they prefer to work in the field. Once new information has been absorbed, adults will then make observations based on their experiences, create concepts and actively test these concepts in the real world.
Many subsequent theories define adult learning theory further by attempting to classify personality types. For instance, Carl Jung spoke about “introverts” and “extroverts,” which reveals how a person is comfortable adapting to the world. The Myers-Briggs Personality Test examines different personality types like ENFP, INTJ, etc. Researchers Honey & Mumford talk about “activists,” “pragmatists,” “theorists” and “reflectors.” Lastly, Howard Gardner talks about how adults learn faster by different methods — whether it’s by sight, sound, touch, spatial reasoning or interpersonal modes. This theory is called “Multiple Intelligences Theory,” which has recently helped numerous adults achieve levels of competency they never thought possible.
One of the most important factors in the successful application of adult learning theory is understanding motivation. Unless adults are motivated to learn, they simply cannot absorb the new knowledge. There are said to be six factors affecting the adults group’s motivation. Social relationships are one important factor, as adults desire more associations, friendships and allies in their quest for learning. External expectations also play a part, as they seek to gain information from people who have some authority to speak on these matters. Social welfare and community work are important to adults. Personal advancement is extremely important to adults. Escape and stimulation is sometimes a factor, as adults enjoy learning to escape the work/home routine. Lastly, cognitive interest is a motivator, as adults seek to learn about new areas of interest and satisfy their inquiring minds.
