Adult Learning Principles

The term "andragogy" was introduced in 1833 by Kapp, and Malcolm Knowles brought the term into the public arena in 1968 as "the art and science of helping adults learn".

Knowles identified the following characteristics of adult learners:

• The learner's self concept - Adults are self-directed and autonomous
• The role of the learner's experience - Adults have the richness of experience and knowledge
• Readiness to learn – Adults need to know why they are learning something – establish relevance
• Orientation to learning - Adults are motivated when they perceive that it will help them perform tasks or deal with problems – Performance based
• Motivation to Learn – motivation to learn becomes internal or intrinsic

Since then, much has been published and debated in relation to adult learning principles, and while most theories have common views, there are also distinct differences.  When looking at all the different models, it is clear there is no one way of learning.  In our view, models can help us convey and comprehend concepts, but it’s important to remember, models are a representation, not a fixed reality.

So rather than entering into the debate as to which is the correct view, we prefer consider what each view has to offer for eLearning design.

Our approach considers industry-accepted principles of adult learning:

As specialists in corporate learning, our approach is always focused on outcomes. What skills and knowledge does the learner need? By understanding the real learning requirement, and how adults learn, we can design a program that hits the mark every time.