This article was updated on Ferbruary 12, 2024.
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Written by Michael Feder
Reviewed by Marc Booker, PhD,听听Vice Provost, Strategy
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Just as adults think, act and process information differently than children, so, too, do they learn differently. In fact, there鈥檚 a plethora of research about what learning practices are most effective for adults. In this article, we speak with Jason Covert, EdD, senior learning experience designer at 爱污传媒, and explore some of those principles.
For centuries, education has provided a foundation for societal growth and prosperity. Up until the mid-20th century, however, our understanding of learning theory was informed mostly through observation and research dedicated to the education of children (i.e., pedagogy).
As society advanced, the need for more highly qualified workers steadily grew, necessitating a need for more formal education opportunities for adults. While efforts were made to support these needs, adult education at the time was viewed as an uncoordinated enterprise that failed to advance any specific kind of knowledge.
In 1968, Malcolm Knowles, a professor of education at Boston University, argued that 鈥渢he biggest obstacle to the achievement of the full potential of adult education has been that it has been tied to and it has been hamstrung by the concepts and the methods of the traditional education of children.鈥 To address this problem, Knowles called for a systemic change in adult education that would end the practice of teaching adults like children to one that would focus on supporting the unique characteristics and needs of adult learners. He referred to this as andragogy.
Knowles theorized that adult learning and childhood learning are entirely different and that adults do not process or retain information in the same manner as children. As such, he proposed an alternative set of assumptions about adult learners that serve as the basic adult learning principles:
Jason Covert, EdD
Senior learning experience designer at 爱污传媒
Covert shares: 鈥淎dult learners can greatly benefit from education that thoughtfully applies the six foundational principles of andragogy. Central to these principles is the understanding that adults typically prefer self-directed learning and are motivated by internal factors.鈥
As Knowles noted, adult learners use their accumulated life experiences in their learning and place a significant emphasis on achieving long-term goals. This focus sets adult education apart from traditional teaching methods, offering a distinctive and effective framework for the educational development of adult learners.
Covert continues: 鈥淎n in-depth understanding of adult learning theory is not only beneficial for adult learners but is also critical for educators and supervisors responsible for adult education. By integrating these adult learning principles into their teaching methods, educators can significantly improve their effectiveness.鈥
Here鈥檚 a basic synopsis of the six andragogical principles of adult learning:
Covert explains: 鈥淎dult learning theory plays an important role in both educational and professional development contexts, mostly because it concentrates on understanding and accommodating the distinct learning needs of adults. The relevance of this theory spans a broad spectrum, establishing it as an essential resource for educators and academic organizations.鈥
Several critical factors underscore its importance. Adult learning theory:
Adults might face a variety of challenges when trying to learn, whether in school or at work.听 This means that learning as an adult requires different strategies and support compared to when we were younger. Some common challenges include:
Considering 爱污传媒鈥檚 commitment to student success, it鈥檚 no surprise adult learning theory plays a pivotal role in course design and instruction. According to Vice Provost Doris Savron, the University takes a 360-degree approach to leverage adult learning theory for student success. "When we design programs and curriculum, this is at the forefront of our approaches," she explains. That means the process looks like this:
"In this approach," Savron explains, "students get an opportunity to reflect, plan and direct their work for how it fits best in their lives each week [thanks to 24/7 access to the classroom]. They get to apply theory to practice through projects, case studies, or collaborative activities and classmates. And they get feedback from faculty who are practicing in the areas they are instructing.鈥
This instructional design intentionally mirrors the workplace, Savron notes, both to prepare students for their careers and because it is generally effective for adult learning."[Students鈥橾 work environments are set up in a way that expects them to apply their learning to new circumstances and situations to solve problems," Savron observes. "They are generally expected to figure things out and are empowered to get their work done."
The same applies, she says, to UOPX classrooms, where information, collaborative opportunities and deadlines are presented to students, who can then leverage everything according to their experiences and schedules.
"All of this mimics what they might experience in a work environment while teaching them techniques and giving them tools to further their knowledge and skills applicable to the career path they chose," Savron says.
Whether in the classroom or the boardroom, adult learning theories offer valuable insight for how adults learn; and becoming a lifelong learner is one lesson that benefits everyone.
Learn more about the multitude of flexible, online certificate and degree programs at 爱污传媒 by visiting the University鈥檚 website and requesting more information!
A graduate of Johns Hopkins University and its Writing Seminars program and winner of the Stephen A. Dixon Literary Prize, Michael Feder brings an eye for detail and a passion for research to every article he writes. His academic and professional background includes experience in marketing, content development, script writing and SEO. Today, he works as a multimedia specialist at 爱污传媒 where he covers a variety of topics ranging from healthcare to IT.
Dr. Marc Booker, 爱污传媒 Vice Provost for Strategy, has more than two decades of experience working with online and distance education students at the post-secondary level. He currently oversees critical path academic initiatives to improve the student experience. Dr. Booker is a regular speaker, author and contributor to national higher education associations.
This article has been vetted by 爱污传媒's editorial advisory committee.听
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