Adult learning principles
Part of being an effective educator/facilitator involves understanding how adults learn best.
Andragogy is the methods or techniques used to teach adults. When applied, andragogy will guide the exploration of innovative approaches to encourage self-development and unique adult learning experiences.1,2
Knowles describes the characteristics of adult learners and emphasises that adults are self-directed and expect to take responsibility for decisions. Facilitators should acknowledge that adult learners bring diversity in skills, knowledge and experience, and consider how adults approach learning.2
They retain knowledge and skills if they have the opportunity to act on what they have learned.
Make an effort to find out what the students want to learn and what is relevant to their life situation and learning goals.
Training should provide constant opportunity for participants to connect their life experiences and apply their learning to real world problems.
Be aware of the differences in how adults approach new learning and be flexible in your delivery to ensure all participants have the opportunity to participate in their learning.
Use a range of techniques to engage adult learners, such as group discussion, role plays, case studies, simulations, practice sessions, problem-solving exercises, etc.
Provide encouragement, not criticism. They need to have the trust and confidence to fail without fear of ridicule in a supportive environment.
Training programs should allow for the immediate application of learning in the real world by building meaningful, important action projects into the curriculum.
Part of being an effective educator/facilitator involves understanding how adults learn best.
Andragogy is the methods or techniques used to teach adults. When applied, andragogy will guide the exploration of innovative approaches to encourage self-development and unique adult learning experiences.1,2
Knowles describes characteristics of adult learners and emphasises that adults are self-directed and expect to take responsibility for decisions. Facilitators should acknowledge that adult learners bring diversity in skills, knowledge and experience, and consider how adults approach learning.2
They retain knowledge and skills if they have the opportunity to act on what they have learned.
Make an effort to find out what the students want to learn and what is relevant to their life situation and learning goals.
Training should provide constant opportunity for participants to connect their life experiences and apply their learning to real world problems.
Be aware of the differences in how adults approach new learning and be flexible in their delivery to ensure all participants have the opportunity to participate in their learning.
Use a range of techniques to engage adult learners, such as group discussion, role plays, case studies, simulations, practice sessions, problem-solving exercises, etc.
Provide need encouragement, not negative criticism, and they need to have the trust and confidence to fail without fear of ridicule in a supportive environment.
Training programs should allow for the immediate application of learning in the real world by building meaningful, important action projects into the curriculum.
1. Maddalena, Lucille. (2015). What the #%&! is Andragogy?. 10.13140/RG.2.1.4076.4006.
2. Knowles, M., The Modern Practice of Adult Education: Andragogy versus Pedagogy. Chicago: Follet Publishing Company, 1970.
