Adult Learning Processes

The concept that adult learning processes were different from those of children was developed in the United States by Eduard Lindeman during the 1920s. Lindeman first promoted the idea that, for adults, the methods of learning were more important than what was being taught. His belief was that the most effective learning for adults took place in small groups where knowledge could be shared based on the life experience of the participants. Malcolm Knowles expanded on Lindeman’s theories in the 1970s when he identified characteristics that set adult learning apart from the way children learn. The work of Lindeman and Knowles is the basis for the study of how adults learn known as andragogy. The definition of andragogy evolved as researchers sought to further define adult learning; today it has come to mean education in which the learner participates in decisions about what will be taught and how it will be delivered. This approach is in contrast to pedagogy, the study of how children learn, which is defined as education in which the teacher decides what will be taught and how it will be delivered.

Much of Knowles’ work centered on identifying characteristics of adult learning that would make the process more productive for learners. Knowles promoted the idea that, with maturity, people grow into new ways of learning, described by the following five characteristics, which form the basis of andragogy today:

• Self-concept: An individual’s self-concept moves from dependency on others to autonomy and self-direction.

• Experience: An individual builds a wealth of knowledge that grows with each new experience. This information reserve can then be drawn upon for further learning.

• Readiness: to learn Individuals become increasingly interested in the relevance of the information to specific needs and how directly it applies to their current situations.

• Orientation: to learning The ability to apply the information immediately to solve current problems is increasingly important to learners.

• Motivation to learn: The motivation to learn is based more on personal needs and desires than on the expectations of others.

These basic characteristics of adult learners are important concepts with implications beyond traditional training and development. Understanding the best ways to provide information in work situations can enhance productivity and job satisfaction for the workforce.