Adult Learning

Malcolm Knowles has developed the theory that adult learning is different from the learning of children. He first presented his ideas in The Modern Practice of Adult Education: Andragogy Versus Pedagogy (1970). "It rested on 4 basic assumptions about learners that distinguished them from children: 1. self-concept, 2. experience, 3. readiness to learn, and 4. orientation to learning. Knowles will be remembered for helping trainers and educators understand that adults learn differently from children and that trainers should use a different process to facilitate that learning" (Lee, 1996, p. 47). The term which Knowles and his followers used for this sort of self-directed learning is andragogy. As Lee (1996) explains, andragogy is a term Knowles used to describe the characteristics of adult learners and a set of assumptions for most effectively teaching adults. He didn't coin the term, but he popularized it at a time when adult educators were in search of a theory to call their own.

Lee (1996) provides some insight into the four assumptions about adult learning that Knowles made in his trailblazing book: The first assumption deals with Self-concept. In contrast to the dependency of children, adults have a deep psychological need to be self-directing. They resent and resist situations that do not allow for self-direction. Second, Knowles lists Experience. He claims that adults have accumulated a sort of reservoir of experience that serves as a resource for learning, as well as a broad base to which to relate new learning.

His third assumption he calls "Readiness to learn." Adults become ready to learn things that they need to know fo their status in business, home or society in general. So, the basis here is not to try to teach them the principles of good composition but to teach them to write an effective business letter.

Knowles' fourth assumption he calls "Orientation to learning." He states that children have a subject-centered orientation to learning while adults tend to have a problem centered orientation. He goes on to state that children learn to pass a course or be promoted to the next grade while adults seek the skills or knowledge they need to apply to real-life problems they face.

In terms of learning structures, the linear approach is the one most direct- often using charts and graphs: it is the most factual of methods. Using an instructor is more conservative and often reverts adult learning back to their classroom experience. This method is, of course, more ideal with technological or statistical subject matters. Interactive is one where adults tend to shine since most of them are conversant with the subject, based on their experience and are therefore more apt to participate in a back and forth discussion and commentary. Verbalization rather than reading a text is more of a self-directed adult te4chnique for learning that sticks.

Of course, there is nothing more meaningful and emotionally satisfying, for adult learners to have the backing of family and co-workers as they seek to improve their knowledge and their useful information reservoirs. It is important, however, not to treat adult self-directed learners the same as one would students of young or adolescent age.

One major hurdle to be overcome in self-directed adult learning is that most research for learning and/or learners focuses on schools and therefore students. Now, comes some research which uses what is called the "Mastery theory" and uses it for adult learning. "Learning is a function of time (that is, the more time spent instructing leads to a greater percentage of mastery) -- mastery learning proposes -- that upwards of 90 percent of learners are capable of mastering subject matter" (Cooperman, 2011, p. 56).

It is clear that anyone who trains or teaches adults, whether in a business climate or a continuing education surrounding, the basis for understanding adult learners is that adult mindset is different from students who are children or adolescents. Adults are far more apt to learn through self-directed curriculums than younger students. "The implications of Knowles' principles for training are also clear. There are two implications that should especially be stressed. The training process should recognize and utilize the independence of the trainee as a self-directed person and the trainee's experiential base" (Welty, 2010, p. 12).

Welty (2010) also argues that there is a different learning curve as adults age. He questions if an adult at age 25 should be trained differently than an adult at age 55. This leads to another question: do adults learn differently as they age - for example, an adult at age 25 vs. an adult at age 55? Various studies, still ongoing, tend to differentiate the learning and retention abilities of adults as they age, especially past middle age (i.e., 55).

While much adult training, whether self-directed or in "classroom" settings, is oriented toward business and career changes or upgrades, one other aspect of adult training needs to be assessed: the large numbers of immigrants who need to learn a language other than their native one. Coryell and Clark (2009) state that adults typically perceive themselves as reasonably intelligent, socially adept individuals, sensitive to different sociocultural mores. These assumptions are rarely challenged when communicating in a native language as it is not usually difficult to understand others or to make oneself understood. "However, the situation when learning a foreign language stands in marked contrast. As an individual's communication attempts will be evaluated according to uncertain or even unknown linguistic and sociocultural standards, communication entails risk taking and is necessarily problematic" (Coryell and Clark, 2009, p.487).

As technology abounds in today's business world, more adult learning, however modulated or self-0directed will be needed toi upgrade the knowledge and thinking of workers. Finding the right tone and the right willingness to meet the challenges of adult education will enable more learners to achieve the success for which they enrolled in the learning process.

References:

Cooperman, R. (2011): "MASTERY LEARNING in the Adult

Classroom" Alexandria VA: T & D Jun 2011. Vol. 65, Iss. 6

pg. 52-57

Coryell, J. E. and Clark, M. C. (2009): "One Right Way,

Intercultural Participation, and Language Learning Anxiety:

A Qualitative Analysis of Adult Online Heritage and

Nonheritage Language Learners" Alexandria VA:

Foreign Language Annals Fall 2009. Vol. 42, Iss. 3;

pg. 483, - 505

Lee, C. (1996): "The adult learner: Neglected no more"

Minneapolis: Training Mar 1998. Vol. 35, Iss. 3; pg. 47