What Is Adult Learning Theory? Principles and Workplace Application

Understanding adult learning theory

As children, we are—most of us—naturally curious about the world around us. We soak in information as quickly as it comes, meeting awe and wonder around every corner. For some of us, that natural curiosity never dims. But for others, we eventually start asking questions before learning new things: Why is this important? What will this help me with? Is it worth my time?

For myself, these questions started in high school, and I carried this into my teaching career—always explaining the why of a lesson before jumping into the how. I knew there had to be students just like my younger self, needing proof of value before knowledge was handed down. I didn’t know it at the time, but as a high school student asking these questions and a teacher answering them, I was already dipping my toes into the world of adult learning theory.

Adult learning theory—or andragogy—is the study of how adults learn and how it differs from how children learn. It focuses on how to best reach adult learners based on their unique needs and preferences. Understanding adult learning theory is particularly beneficial in professional development and workplace training, producing relevant, engaging learning experiences applicable to the real world.

In this post, discover the core principles of adult learning theory, the unique needs of adult learners, and real-world applications of adult learning theory in the workplace and beyond.

Andragogy: The foundation of adult learning

Adult educator and professor Malcolm Knowles developed adult learning theory in the late 20th century, and defined it as the art and science of helping adults learn. The Greek word for it, andragogy, might sound similar to another educational term: pedagogy. Whereas pedagogy studies the methods and practices of teaching children, andragogy studies the methods of teaching adults.

Core principles of adult learning theory

There are six underlying principles guiding Knowles’ adult learning theory. Each one can be easily applied to common workplace training situations, leading to more effective and meaningful learning experiences for employees.

1. Need to know

As mentioned in the introduction, adults need to know why they are learning. When they’re able to see the value and real-world application, they’re more motivated to participate.

In a workplace training environment, one can apply this to something as common as compliance training. Sometimes thought of as tedious and dry, compliance training can quickly become immersive when instructional design practices follow adult learning theory. A training module on data privacy that begins with eye-opening statistics on the average cost of a data breach immediately addresses the reason for learning, engaging the adult learner.

2. Self-concept

Adult learners are more often self-directed, preferring to take responsibility for their own learning. This means it’s important to keep learning flexible, allowing the adult learner to engage and complete training on their own schedule.

In a workplace training environment, building dynamic courses that can adapt to any device—laptop, phone, or tablet—allows adult learners to access relevant content exactly when and where they need it. This flexible learning process, referred to as mobile learning, gives adults the self-directed learning they want.

3. Prior experience

Every good educator knows that calling on prior experience—for learners of all ages—excites and engages learners, building enthusiasm for what’s to come. For adult learners this is especially true. Put simply, adults have lived longer, accruing more experience over the years, and that experience can be put to good use.

In a workplace training environment, prior experience can be used as a foundation for new learning initiatives. Consider a sales team consisting of veteran, developing, and brand new reps. Gathering stories from all three groups, you can build effective scenario-based training that imitates real-world situations, allowing learners to practice navigating difficult and complex client conversations in a safe, virtual environment.

4. Readiness to learn

I know some things about how to care for a newborn baby, but not nearly enough to do so confidently. Why? Because I don’t plan on having one. This is referred to as readiness-to-learn. In adult learning theory, it highlights how adults are ready to learn something new only when their social role demands it.

In a workplace training environment, upskilling and reskilling are often based on the employee’s readiness-to-learn. After several years as a retail associate, an employee may be interested in becoming a manager. They’re older, have a wealth of experience, and feel ready to make the jump. This happens naturally as any new hire gains experience, becomes more efficient, and seeks out new professional opportunities.

5. Orientation to learning

Adult learners are problem-centered learners. This may sound negative at first, but it simply means that they prefer learning that is immediately helpful in their daily workflow or personal lives. Like how you don’t really think about your refrigerator until the power goes out, or how an employee might not seek out learning opportunities until a new problem presents itself.

In a workplace training environment, microlearning—a just-in-time learning method that presents content in bite-sized, engaging modules—are the answer to problem-centered orientations to learning. Imagine a new customer success agent reviewing a customer email that presents an issue they weren’t aware of. With access to a learning content library full of microlearning courses on common customer pain points, the information they need is ready, right when they need it.

6. Motivation

Adult learners pull their motivation to learn from mostly internal factors: self-esteem, curiosity, and the natural desire to improve quality of life. While children are certainly curious, they tend to take on the curiosities of their peers in an attempt to fit in more so than adults do.

In a workplace training environment, learning and development departments can play to this internal motivation. Offer plenty of practical professional growth opportunities to employees so they know they’re valued, make learning engaging, and send out occasional surveys asking what employees are interested in learning and why.

Types of adult learning theories

Beyond Knowles’s andragogy, many other theories inform the world of adult learners. Let’s take a look at four theories that can add understanding to your adult learning theory toolbox.

Experiential learning

First outlined by psychologist David Kolb in 1984, experiential learning theory posits that learning comes from direct experience and reflection. Kolb’s theory follows a continuous learning model built around four linear stages:

• Concrete experience (CE). Direct engagement with a learning activity where the learner has hands-on involvement.

• Reflective observation (RO). After the concrete learning experience, the learner reflects on it and asks questions like what worked, what didn’t work, and why.

• Abstract conceptualization (AC). Once reflective questions are answered, theories or lessons can be developed to explain the initial experience.
• Active experimentation (AE). Knowledge gained up to this point is tested for practical use in new activities, thus beginning the cycle again.

Additionally, learners can be put into preferred learning style groups based on which stage or stages they relate to the most. For example, learners gravitating towards the AC and AE stages are labeled as Converging learners.

Transformative learning

American sociologist Jack Mezirow introduced transformative learning theory, a learning model that explains how powerful learning experiences not only shift what we know, but who we are and how we act as well. According to Mezirow, transformative learning moments begin when a learner experiences knowledge that challenges their beliefs. They then go through several phases of learning in which they:

• reflect on their emotional discomfort
• recognize a similar shift in others
• explore their newfound knowledge, and
• rebuild themselves around new perspectives.

Key to this shift in perspective is open, honest dialogue with others and the willingness to engage in uncomfortable or unfamiliar points of view.

Self-directed learning

Professors Allen Tough and Malcolm Knowles have complementary theories surrounding self-directed learning.

Knowles provides the theory of self-directed learning which describes the process in which individual adults initiate their own learning. Self regulation, motivation, and responsibility are key principles guiding a five-step process in which adults diagnose their own learning needs, set goals, identify potential resources, select learning methods, and evaluate outcomes.

Tough provides actual data on self-directed adult learning, first outlined in the 1979 book The Adult’s Learning Projects. The study covered common traits of successful self-directed adult learners, the amount of time adults spend on retaining self-directed knowledge, and their motivations—which were found to be for overwhelmingly practical purposes like real-world application.

Reflective practice

American professor and philosopher Donald Schön’s reflective practice theory has three core concepts:

• Knowing-in-Action. This refers to the intuitive knowledge that professionals use during any skilled practice. This type of knowledge suffices until something unexpected happens.

• Reflection-in-Action. Equivalent to the phrase “thinking on one’s feet,” reflection-in-action refers to how professionals pause when something unexpected happens and adjust accordingly.
• Reflection-on-Action. This refers to reflection after the event or learning experience occurs, enabling the learner to question initial assumptions, evaluate outcomes, and make improvements.

Schön’s theory implies that the learner has what’s referred to as operative attention—or the ability to adjust to new information midway through practice.

Real-world applications of adult learning theory

For instructional designers in workplace training, e-learning, higher education, and continuing education, adult learning theory leads to more effective learning experiences for adults. Let’s take a look at how to apply adult learning theory in e-learning.

Role-based learning

Tailored, role-based learning pathways satisfy the first core concept of Knowles’ adult learning theory—that adults need to know why they’re learning what they’re learning. Within onboarding programs, organizations provide new hires with learning pathways relevant to their role.

Also satisfying self-directed learning theory, these personalized learning programs allow adult learners to select topics, self-pace, set goals, self-assess, and apply their knowledge immediately to real-world tasks.

Take this customizable onboarding course template as an example. It can be modified to match any new hires’ specific career progression and performance expectations.

Microlearning and mobile learning

Microlearning and mobile learning modules satisfy the fifth core concept of adult learning theory—that adult learners are problem-centered, preferring knowledge that is immediately helpful in their daily workflow.

By focusing learning on a single topic, or keeping lessons short (5-10 minutes), adult learners get exactly what they need, exactly when they need it, and without taking as much time as traditional learning methods.

Take this sales enablement microlearning course template as an example. In the form of sales battlecards, new reps can quickly review their competition’s strengths and weaknesses before a client meeting.

Scenario-based learning

Satisfying David Kolb’s experiential learning theory, scenario-based learning proves adult learners learn best by doing. Providing a safe, virtual space to practice potentially dangerous—or merely complex—workplace situations boosts learner confidence and immediately proves training value.

From basic, scripted scenarios that use images and short videos to fully immersive VR environments, scenario-based learning presents a situation, forces the learner to make a decision, and gives immediate feedback for learner choices. At that point, the situation either escalates further or moves towards a solution.

Take this customer service skills course template as an example. Learners are presented with real-world customer service scenarios, complete with interactive characters.

Final thoughts

Adult learning theory produces relevant, engaging learning experiences immediately applicable to real-world situations. Understand that adult learners need to know why they’re learning what they’re learning, and they prefer self-direction. Leverage prior experience, understand that readiness-to-learn comes from necessity, and that adult learners are problem-centered.

Lean on engaging workplace training strategies like microlearning, mobile learning, and role-based learning to get the most out of your adult learners, and use scenario-based learning to keep it relevant and ready for real-world application.

Curious how organizations engage their adult learners? Check out how Pyramid Learning enabled learners around the world to engage in self-guided content with e-learning.

Interested in putting your newfound adult learning knowledge into action? Start your free trial of the Articulate 360 platform, and build engaging, personalized, and relevant courses for your adult learners today.