Adult Learning Theory and the College Journey - Unlocking Secrets to Effective Adult Communication

When you think of education, which age groups come to mind? K-12 education likely springs to mind, perhaps bookended by preschool and a few years of college. In reality, the learning process never ends—nor should it. A growing body of research indicates that continued learning is vital to the cognitive health and emotional well-being of adults. Lifelong learning is linked to better health habits and long-term outcomes, yet many people neglect to seek formal education after their early twenties.

If learning is so important throughout the entire lifespan, why are some adults so resistant to seeking new knowledge? What, exactly, stands in the way of effective and enjoyable adult learning? The concept of andragogy promises to provide answers, but this theory remains poorly understood by the general population. In this guide, we will provide a deep dive, covering all things andragogy and adult learning theory. You will emerge feeling confident in your future as an adult student and in your ability to thrive as you pursue a rewarding career path.

What Is Adult Learning Theory?

Often referred to as andragogy, adult learning theory centers around the premise that adults learn differently from children and, as such, should be taught differently. This flies in the face of the cliche about teaching old dogs new tricks, as adult learning theory maintains that adults absolutely can and should strive to learn. However, they require a different approach as they mature and integrate new experiences (and new sources of motivation) into the learning process.

While the Teaching Excellence in Adult Literacy (TEAL) program explains that there is “no single theory of learning that can be applied to all adults,” andragogy has emerged as a leading strategy. Known as “the art and science of helping adults learn,” this stands in stark contrast to the child-centric concept of pedagogy. As with other models of adult learning, andragogy aims to explain how adults learn, and which strategies instructors can implement to be more responsive to adults’ unique needs.

History of Andragogy

Andragogy has existed in some capacity for well over 150 years, although it did not become a respected discipline until the 20th century. Early mentions of this term can be traced back to the German teacher Alexander Kapp, who, while primarily discussing the needs of children in his book Plato’s Educational Ideas, also mentions the need for lifelong learning and touches on the value of self-reflection. Further developments did not occur until far later, with Malcolm Knowles, in particular, moving the field forward to a significant degree.

Hailed by many as the true pioneer of adult learning, Knowles strongly believed (as explained in his obituary) that “the education of adults should address the specific needs and approaches to learning of more mature and experienced students.” He discovered his passion for adult learning while working as the Director of Adult Education at various YMCA locations and, later, through his advocacy for the Adult Education Association. He was further exposed to the concept of andragogy by educational colleagues from Yugoslavia.

Eventually, Knowles’ strong belief in the need for a distinct approach to adult education formed the basis for his most important works:

• The Modern Theory of Adult Education: From Pedagogy to Andragogy
• The Adult Learner: A Neglected Species
• A History of the Adult Education Movement in the United States

More recently, the works of Knowles and other adult learning pioneers have been validated by a growing body of empirical research, along with the connections between andragogy and emerging educational tools and technologies (including distance learning). In an especially noteworthy contribution to the journal Adult Learning, researchers explain, “A world increasingly characterized by high digital connectivity and a need for life-long, demand-driven learning calls for the development of andragogies specialized to DML (digitally mediated learning) environments.”

Moving forward, andragogy is expected to play a critical role in the college experience, shaping everything from instructional design to career training. Through exciting technological advancements, it is possible to finally bring a wealth of prior andragogy research into the 21st century and apply these findings on a large scale.

Knowles’ 5 Assumptions

Knowles’ theory emphasizes not only that adult education needs to be distinct but also that “the heart of education is learning, not teaching, and so our focus has started to shift from what the teacher does to what happens to the learners.”

Recognizing that adult learners have unique needs compared to their younger counterparts, Knowles identified five assumptions about adult learning that can help guide the process of course planning and curriculum development.

1. Self-Concept

According to Knowles, learners become increasingly independent and self-reliant over time. They begin as completely dependent infants, and as children, require extensive guidance and support. As they mature, students prefer to take a central role in the learning process.

In The Adult Learner: A Neglected Species, Knowles explained that “students who have entered a professional school or a job have made a big step toward seeing themselves as essentially self-directing,” adding that excessive oversight must be avoided at this stage: anything adult learners “perceive as putting them in the position of being treated as children [is] bound to interfere with their learning.”

2. Experience

The most obvious difference between children and adult learners? The amount of experience they bring to the table. As children, students are new to formal learning and have less real-world insight to draw upon. Meanwhile, adults naturally possess a wealth of experiences, both with schooling and in their personal and professional lives. These backgrounds can lead to different learners experiencing considerably different takeaways when covering similar materials.

This reality is at the heart of Knowles’ second assumption, which suggests that adults are heavily impacted by their previous learning experiences—including those that occurred when they were children. Knowles points to the “expanding reservoir of experience that causes [students] to become an increasingly rich resource for learning, and at the same time provides [them] with a broadening base to which to relate new learning.”

3. Readiness to Learn

Knowles felt that, over time, adults’ readiness to learn would stem less from biological processes and relate far more to evolving social roles and their related developmental tasks. According to this assumption, most adults are highly selective in terms of what they are willing to learn and under what circumstances. These mature students need to feel that, through learning, they will accomplish something of value.

This assumption also hits at the need for real-world experience before being truly ready to learn. Knowles used the example of the medical student with minimal exposure to hospitals or patients; this person might seem motivated but simply won’t be as well-positioned to learn about anatomy or pathology as somebody with prior experience in the healthcare field.

4. Orientation to Learning

As they mature, adults’ preferred approach to learning and studying evolves, typically alongside their perception of time. Initially, procrastination can be expected, as learners anticipate that concepts will only prove applicable far in the future. This eventually gives way to a prompter, even immediate application of learning. As a result, the expected orientation to learning moves from subject-based to problem-based, with education often sought as a solution to a specific knowledge gap or need.

This assumption brings the typical organization of curricula into question. While a foundational approach may make more sense for younger students who don’t expect to apply skills for years, Knowles argued that problem-oriented students would find a curriculum organized around key pain points far more insightful and compelling. As such, Knowles proposed a revolutionary approach: “A different but sequential set of problems each year, and with the sequence of learning within each unit being from field experience to theory and principles to foundational knowledge to skill practice to field application.”

5. Motivation to Learn

Sources of motivation can vary dramatically throughout the lifespan and, according to this assumption, motivation becomes a lot more intrinsic with age. This means that, upon reaching adulthood, most learning motivation comes from within, rather than primarily being directed by parents or teachers (as is so frequently the case for children and adolescents). Yes, extrinsic motivation can be helpful, but inner motivation will ultimately pave the path for the most impactful educational insights.

Principles of Adult Learning

Knowles’ assumptions of learning provide a strong foundation for practices that can be implemented by those who instruct adult learners. Below, we’ve highlighted several adult learning theory principles built on Knowles’ assumptions. These powerful opportunities allow instructors to meet the unique needs of adult learners. We’ve also outlined specifics for how these principles can be applied in modern learning environments:

Understand the Needs of Individual Learners

Because adult learners vary so much in terms of experience, orientation, and goals, there is no room for a one-size-fits-all approach. Rather, instructors need to make a greater effort to determine what each student hopes to accomplish and how they can be supported along the way. From there, curricula and learning activities can be adapted with the varying needs of specific students in mind. These needs can also be met by allowing students to take the lead, rather than micromanaging the learning process.

Establish a Learning-Friendly Environment

Knowles argued that learning environments could impact students just as much as the content of the curriculum or the preferred methods of their instructors. In particular, he emphasized “the richness and accessibility of resources — both material and human,” adding that it is especially important “not just that these resources are available but that learners use them proactively rather than reactively.”

Beyond this, the climate must be conducive to learning, meaning students should be regarded as valuable assets, and they must truly feel they matter. Again, this is where stronger connections between instructors and adult students can prove valuable.

Build on Previous Concepts

Ideally, recently covered concepts will play into new material. This is a great strategy for dealing with an unfortunate phenomenon known as the Forgetting Curve, which explains why, after learning (and seeming to master) something new, we quickly start to forget it within a few days. While this can also be a problem for young learners, adult students especially need opportunities to apply and build on the material so they can retain newly gained knowledge.

Apply Concepts Through Experiential Learning

Both children and adults can benefit from applying the concepts they cover via traditional coursework with projects or activities mimicking real-world scenarios. Experiential learning feels more relevant while incorporating the student’s evolving orientation to learning. Whether in the classroom or online, this might be accomplished with case studies or group projects, although many students will also benefit from internships that allow them to take classroom concepts into professional environments.

Encourage Collaboration

Adult students may prefer self-directed learning, but this should not come at the cost of building community. After all, the most impactful takeaways often arrive as adult learners interact with one another, discovering new perspectives and providing a richer and more nuanced understanding of the concepts they cover. This is also an excellent way to achieve the objective of helping students apply concepts. Yes, case studies, projects, and internships (or job shadowing) matter, but they’re primarily meaningful because they involve such powerful human interactions.

Learning as a Continuum

Throughout the learner’s lifespan, learning is best thought of as a continuum, in which a variety of cognitive, emotional, and behavioral developments come together to determine how students learn best while enjoying themselves along the way. Resources from the National Park Service (NPS) explain that “Learning is a lifelong process in which new experiences are assimilated,” adding that, over time, “new experience [modify] existing paradigms.”

When this process is regarded as a continuum, it is easier to understand that purposeful learning must continue long after reaching adulthood, and it must be adapted to reflect the evolving needs of the adult learner. Otherwise, there is a strong risk that adult learners will become disillusioned and disengaged.

Start Your Journey Today

At Bryant & Stratton, we wholeheartedly believe that adults can and should continue to seek new skills and knowledge. We are happy to help, so we tailor our approach to fit the needs of today’s working students. Offering flexible, career-oriented programs, we are eager to equip you with the skills you need to thrive as a person and a professional. Reach out today to take the next step.