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The Challenges of Being an Adult Learner and How to Overcome Them

Taking a course can be the gateway to a new career , or a vital stepping stone to that promotion you’ve been after. Whatever field you’re in, learning new skills is key to branching out and moving forwards.

The prospect of advancing your career is exciting—but the journey can be difficult. The truth is, studying takes time, money, and energy; it’s a big commitment.

Adult learners face a unique set of challenges. If you fall into this category, it’s important to find the right learning solution; one that addresses these barriers and makes it possible to tackle them.

In this blog post, we’ll take a look at what it means to be an adult learner, the typical obstacles that adult learners face, and what you can do to overcome them.

What does it mean to be an adult learner?

The term “adult learner” basically describes anyone who is not a student in the conventional sense of the word. There is no hard-and-fast definition, but we can draw upon Malcolm Knowles’ Adult Learning Theory (andragogy) to help us differentiate between adult learners and traditional students.

While pedagogy refers to the process of teaching children, andragogy is the process of helping adults to learn. It assumes that adult learners are autonomous, intrinsically motivated and goal-oriented, and that they have gathered some previous experience.

Based on the theory of andragogy, adult learners may also have external responsibilities and situations that impact the learning process—be it a job, family commitments, or both. Finally, adult learners are normally studying out of choice, so you can reasonably assume that intrinsic motivation is high. However, maintaining this level of motivation can be tricky, as adult learning comes with its own set of challenges.

What are the main challenges faced by adult learners?

The benefits of studying are manifold — whether it’s learning new skills for your job, pursuing a subject you’re passionate about, or boosting your confidence. Despite the many advantages, juggling school and adult life is not easy. Here are some of the most common setbacks that adult learners face:

A lack of time

Balancing work and family commitments whilst maintaining some sort of social life is tricky enough as it is. Throw a class into the mix and you’ve really got your hands full. If your schedule is already packed, the idea of studying can seem impossible — and even if you do find a way to squeeze it in, there’s the question of whether you’ll have any energy left to give. Research from Canada, for example, shows 70% of employers offer financial support for  job-related education . But only 22% of employees use it, citing a lack of time and clarity around how, exactly, to advance their skills.

Financial barriers

Money is a huge factor when it comes to adult learning. With bills to pay and mouths to feed, forking out for a class might seem like an unnecessary extravagance.

A recent report by the Million Plus university group in the UK highlights just how much of a barrier this can be. After university tuition fees were increased in 2012, the number of mature students dropped by 20% — and for some courses, like nursing, by as much as 49%.

Whilst studying may ultimately hold the key to career progression, coming up with the funds in the first place is not always easy.

Time and money aside, one of the biggest barriers for adult learners is self-doubt – that feeling of “am I really cut out for this?”

As adults, we often feel like we should have it all figured out, and going to school can feel like a step backwards. The truth is, change is daunting; by embarking on something new, you’re stepping out of your comfort zone and exposing yourself to the chance of failure.

Coupled with a lack of time and money, this could well be enough to deter you forever. However, it’s not as bleak as it sounds. Let’s take a look at how you can overcome these obstacles and study your way to career happiness.

I’m an adult learner—what are my options?

The good news is, studying as an adult is actually very doable—you just need to find the right solution. Online bootcamps offer a much more realistic alternative to traditional further education options, and there’s a course out there for just about anything. However, learning is never a case of one-size-fits-all, so it’s important to choose a course that suits your personal situation.

Here’s how online bootcamps break down many of the typical adult-learner barriers:

Flexibility

First and foremost, if you’re juggling a hectic schedule, flexibility is key. Attending a class at set times and locations may not be feasible, but an online course that you can work through at a flexible pace gives you a lot more freedom. You can’t produce more hours in the day, but you can find your own rhythm and study as and when you have time.

Value for money

Financial restrictions are much harder to tackle, and everyone is working with a different budget. Depending on your situation, there are several routes you can take. If you’re already employed and want to study something relevant to your current job, you may be able to ask your employer to cover it. If that’s not an option, look for a course that you can pay in instalments.

It’s also important to find a course that offers real value for money. The cheapest option might be more affordable, but studying is an investment: if you’re going to spend money on it, it’s worth thinking about the long-term value and not just the immediate savings.

Supportive community

When it comes to quashing those feelings of doubt, a strong support network is crucial. For adult learners especially, being able to connect with others who are in the same boat can be extremely reassuring. However, whilst online courses are great for flexibility, this is where they often fall down.

At CareerFoundry, we’ve tackled this by combining the best of both: our courses are online and flexibly paced, but you’ll still have a tutor and a dedicated one-on-one expert mentor , as well as an active community of fellow adult learners. We’ve seen first-hand how this keeps our students on track and reduces the risk of dropping out.

I’m ready to study—what now?

With the right mindset and a mentored online course, you can broaden your skillset without quitting your job or drastically changing your schedule. If you’re ready to join a community of proactive, focused adult learners, take a look at our courses or chat to a program advisor today.

If you found this article useful, you might also be interested in these guides on changing careers at different ages:

• How to make a successful career change at 30
• How to make a successful career change at 40
• How to make a successful career change at 50

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Examining the identity of adult learners.

‘I Am What I Become’ series explores intersection of culture and identity on lifelong learning

There is no singular definition for “adult learner.” Depending on who is using it, the term refers to people attending college years or decades after entering the workforce, anyone post-high school, students in a continuing-education program and simply lifelong learners. A new book series edited by three members of the Lesley community examines the identity of adult learners with dozens of essays that range from qualitative studies to personal narratives.

“Learning occurs in all kinds of contexts that are not about formal programs but are about learning through life experience, learning through on-the-job training, through career transition, through cultural immigration experience. We wanted to look at adult learning broadly,” said counseling and psychology Associate Professor Sue Motulsky .

Dr. Motulsky, Graduate School of Education Interim Dean Amy Rutstein-Riley ’05 and adjunct professor Jo Ann Gammel are series editors for the project, “I Am What I Become: Identity and Lifelong Learning,” which will be published by Information Age Press in three volumes. The first, “Identity and Lifelong Learning in Higher Education,” was published in December.

“There are lots of books about adult learning and identity development, but there aren’t very many opportunities to look at how those intersect,” said Motulsky.

Lesley has been a leader in adult learning for decades and continues to create environments for adult learners, including our Center for the Adult Learner , a bachelor’s degree-completion program for people returning to college. Many institutions lack the same support for adult learners as are provided to traditionally-aged college students. The publishing project grew out of a desire to hear and learn from adult learning scholars and practitioners exploring how culture, place, history and other factors affect learning across adulthood, according to Rutstein-Riley.

Initially, the three professors thought they would receive a modest number of pitches in response to their call for proposals. Instead, more than 150 submissions came in from across the globe.

“This was something people had a lot to say about,” said Motulsky. Proposals examined race, culture, sexuality and lifelong learning, among other topics, and came in the form of studies, personal essays and a combination of the two.

One essay examined the influence of culture on adult college students in the mostly white, poor region of Appalachia. In another chapter, three Israeli teacher educators wrote about their own evolving professional identities while collaborating on a project to develop an innovative teacher training program.

Still another explored the tensions faced by lesbian-, gay- or queer- identified faculty who are charged with teaching future educators to build safe and affirming learning environments in their classrooms while they themselves work in an environment where they feel neither safe nor welcome.

“That’s a powerful story to tell about identity — their own identity and the identity of their students,” said Gammel. “People really just gave us their hearts in these chapters.”

Many of those people are Lesley authors. The first book, “Identity and Lifelong Learning in Higher Education,” is almost exclusively a collection of research studies and includes chapters by Jen Serowick , our assistant vice president for adult learning programs; PhD candidate Xóchitl Méndez ; Professor Emerita Judith Beth Cohen ; Enid Larsen PhD ’10 Ann Ziergiebel PhD ’17 and Rutstein-Riley.

The second book, “Identity and Lifelong Learning: Becoming through Lived Experience,” due on shelves in fall 2020, will be primarily qualitative research with some personal essays and a focus on informal learning environments. The third, “Narratives on Becoming: Identity and Lifelong Learning,” projected for a spring 2021 publication, will be completely narrative.

The books, particularly the first two, address “the demographic that we really need to support and address moving forward in higher education,” said Rutstein-Riley.

But the three editors also emphasize that the series is important reading for educators of all kinds, psychologists and anyone working with adults, learning and identity.

“Learning affects how we see ourselves and how we understand the world, and how we see the world is going to impact how we see learning,” said Motulsky.

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How Higher Education Institutions Can Address the Needs of Adult Learners

April 18, 2022

Title: Three Key Challenges To Meeting Adult Learners’ Needs—And How To Solve Them

Source: Guild Education and Higher Ed Dive

A recent report offers insights about challenges faced by adult learners and how postsecondary institutions can address them.

Adult learners—sometimes called post-traditional students—are those 25 years old or older. Three-fourths of these students work while in college, with almost half working full time. Given their age and likelihood of being employed, adult learners need more targeted and flexible postsecondary opportunities and services.

Data was collected for the report through surveying 233 higher education administrators about how their institution supports working adults. The authors outlined three challenges that postsecondary institutions can address to contribute to the success of these students.

Financial supports

• Seven out of 10 working adult learners say that the cost of college is the largest barrier to pursuing additional education beyond high school. Yet many institutions have not implemented largescale financial aid programs for this population.
• The only financial support initiative implemented at over half of respondents’ institutions targeting working adult learners was scholarships or grants. Emergency financial aid, such as stopgap measures to keep students enrolled, was close behind, but only implemented at 46 percent of institutions.
• A method that respondents felt could help adult working learners was their college or university partnering with employers that provided education benefits to employees. Eighty percent of administrators noted their institution already did this or that it would be valuable to do so.
• The biggest hope from such financial aid programs is to graduate adult learners debt-free, particularly as student loan debt continues to rise.

Wraparound services

• Although six in 10 administrators reported that their institution offered ample online/flexible course offerings to support working adult learners, only one in 10 indicated that their college or university provided wraparound support services (e.g., childcare, coaching, wellness services).
• Thirty-nine percent of administrators at institutions that do not offer such services marked that they could be valuable for working adult learners, but 56 percent of all administrators say it is a challenge to do so.

Career advancement

• While respondents noted the importance of career services programs and services tailored to working adult learners, career support was the only category in the survey in which every initiative was offered by less than half of institutions.
• Almost one-third of respondents reported that their college or university has no career initiatives for working adult learners or were not sure if such efforts existed.  
• The report also highlights how institutions can contribute to the career advancement of working adult learners by engaging in practices like integrating career skills into courses and embedding career guidance, coaching, and mentoring within academic programs, as well as adapting existing career services to the strengths and busy lives of adult working learners.

To read the full report, click here .

To learn more about ways to support adult learners, check out ACE’s Effective Practices That Support Adult Learners tool .

—Ty McNamee

If you have any questions or comments about this blog post, please contact us .

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10 Simple Principles of Adult Learning

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Adult learning, or the act of pursuing one’s own education as an adult, can be done in a formal setting such as higher education, a trade school, or an apprenticeship. It can also refer to an adult simply wanting to learn about a new skill or topic independently. For most adults, pursuing education stems from a desire for self-improvement, a professional need for specific skills, or a want to expand available job possibilities.

When imagining the role of an educator, it’s easy to overlook adult education when you think about schools and learning. But adult education happens every day, and understanding the theory, challenges, and principles that go into adult learning is important.

What Is Adult Learning Theory?

In the 1980s, educator Malcolm Knowles popularized the concept of andragogy , the practice of teaching adults, and contrasted it with pedagogy, the practice of teaching children. The andragogy theory states that adult learners are vastly different from children in terms of their motivation, the relevancy of the education to their lives, and how they apply that education. In practice, adult learning focuses on giving adults an understanding of why they are doing something, lots of hands-on experiences, and less instruction so they can tackle things themselves. Many adult learning theories developed out of Knowles’ work in the following decades, all with the specific goal to enhance teaching methods and experiences for adult learners.

Why Are Adult Learning Theories Important?

For educators and educational institutions, being informed about the many challenges and theories behind effectively educating adults will only strengthen student outcomes and success. Children and adults are very different when it comes to how they learn, so different techniques must be used in order to make learning useful for adults.

And for adult learners getting ready to pursue higher education, knowing your learning style , understanding the strengths and weaknesses adult learners may have, and preparing for your individual strengths will also help you be successful. 

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Challenges of Adult Learning

Learning new skills or studying new subjects as an adult can be challenging for many reasons, most notably:

• Lack of time: Adults often have full-time jobs and sometimes children or other dependents relying on them. This can make finding the time to continue learning very difficult.
• Self-doubt: It’s common for adult learners to feel that they are too old to continue their education. They may feel it is too late and that they have missed their chance, but whether someone has five years or 50 years left in the workforce, they deserve to follow a passion and pursue a career that they’re excited about.
• Neuroplasticity: The human brain has an element of plasticity that helps one learn and grow. Younger people have brains that are more plastic, so changes are easier for them. As one ages, the brain becomes less plastic. That can result in a struggle for adult learners who are trying to take on new concepts, forge new pathways, and more. These learners may have a harder time understanding new things simply because their brains are less plastic. While this is a difficulty, it isn’t something that is insurmountable.
• Financial Barriers: Younger learners may have parental help when it comes to higher education. That’s usually not the case for adult learners. Finances can get in the way of learners pursuing their dream of earning a degree.
• Contradiction: Some of the things adult learners will learn in their education may be different than what they thought they knew or learned before. This can mean a shift in a person’s worldview, opinions, and knowledge, which requires mental flexibility.
• Lack of Support: It can be overwhelming to try and tackle earning a degree without a strong support system. Adult students may find they don’t have the emotional or social support they need in place to be able to tackle the difficulty of classes and learning.

What Are Adult Learning Principles? 

There are 10 simple principles of adult learning for future educators to keep in mind. All of these aspects are important when building curriculum and expectations for adult learners:

1. Adults Are Self-Directing:  For many adults, self-directed learning happens naturally without anyone explaining it or suggesting it. Adult learners are more prone to plan, carry out, and evaluate their learning experiences without the help of others. When instructing adults, it’s important for learners to set goals, determine their educational or training needs, and implement a plan to enhance their own learning.

2. Adults Learn by Doing : Many adults prefer not only to read or hear about subjects but to actively participate in projects and to take actions related to their learning. Project-based curriculum utilizes real-world scenarios and creates projects for students that they could encounter in a job in the future. Many adult learners find that this kind of learning is hugely beneficial for them as they apply what they have been taught to their careers, giving them direct access to seeing what they can do with their knowledge. 

3. Adults Desire Relevance: While some enjoy learning as an end in itself, adult learners are more likely to engage in learning that has direct relevance to their lives. For example, if they’re taking a certification course to improve their chances of promotion on the job, then the course should immediately address their needs. 

4. Adults Utilize Experience:   Adults are shaped by their experiences, and the best learning comes from making sense of those experiences. Adult learners can greatly benefit from finding ways to get hands-on learning. Internships, job shadowing opportunities, projects, and other experiential opportunities can help them get a firmer grasp of their learning and be more excited about how what they learn can be applied to their interests and careers.

5. Adults Process with Their Senses: Most adult learners don’t thrive as well in a lecture-style environment. Due to the lack of brain plasticity in older learners, it’s important to fully engage the senses when learning to successfully solidify new knowledge. Learning practices need to incorporate audio, visual, reading/writing, kinesthetic, independent, and group techniques. 

6. Adults Appreciate Repetition:  Repetition is essential for adult learning. If learners can practice new skills in a supportive environment, self-efficacy will develop to take those skills outside of the classroom. And the more they can practice a particular subject or skill, the better the chances are for mastery.

7. Adults Guide Their Own Development:   Utilizing dilemmas and situations to challenge an adult learner’s assumptions and principles helps them guide their own development. Adults can use critical thinking and questioning to evaluate their underlying beliefs and assumptions and learn from what they realize about themselves in the process. 

8. Adults Thrive with Goal Setting:  Learners who have a specific career or personal goal in mind will have a better experience as they pursue their degree programs. For example, if a student wants to learn Spanish before a trip to Mexico, they might have a specific goal to be conversational by a certain date. Adult learners need these goals because their learning is more in their own hands than younger learners.

9. Adults Learn Differently Than Children:  Children and adults are very different when it comes to how they learn, so different techniques must be used in order to make learning effective for adults. In addition to reading and memorizing, adult learners utilize their past life experiences and their current understanding of a subject as they learn. Also, adult learning needs to be problem-centered, making the impact more focused on current events or real life.

10. Adults Require Ownership:  With a more nuanced and advanced hierarchy of needs, adult learners place more value on intrinsic motivation and personal ownership of their learning. It's important to give adults internal motivation by recognizing their success and promoting increased self-esteem and confidence.

Ready to Learn More?

Do you want to impact the next generation of learners? Then check out WGU’s online teaching degree programs . Whether you’re looking to begin a career in education or to further your expertise, WGU’s teaching degrees provide the knowledge to step confidently into the classroom in any of the 50 states. 

Have you considered going back to school to gain the skills needed for a new career? Are you finally at a place to focus on your education? There are many great reasons to become an adult learner. With low, flat-rate tuition and a competency-based education model, WGU offers the support and flexibility needed to earn a degree at your own pace and comfort level.

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• v.6; Jan-Dec 2019

Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators

Banan abdulrzaq mukhalalati.

1 Clinical Pharmacy and Practice Section, College of Pharmacy, Qatar University, Doha, Qatar

Andrea Taylor

2 Department of Pharmacy & Pharmacology, University of Bath, Bath, UK

Background:

Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context.

Method and results:

A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory.

The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

Introduction

Educational philosophy and learning theory underpin all educational practices, because they provide the conceptual frameworks describing an individual’s acquisition of knowledge, skills, and attitudes to achieve changes in behavior, performance, or potential. 1 , 2

The discussion of adult learning theories leads to a discussion of the term “andragogy” (andr- meaning “man”), which is different from the term pedagogy (paid-meaning “child”), while in both terms “agogos” means “leading.” The term “andragogy” was developed by Alexander Kapp, 3 a German teacher, and was later linked to the work of Knowles, 4 who argued that adults are differently experienced, motivated, oriented, and in need to learn, than children. Knowles’s ideas are particularly important in professional education, because they focus on identifying and dealing with differences between what learners already know and what they learn within the experiential component of their programs. 5 It is important to note that the use of the term andragogy has been criticized because some principles of andragogy are similar to that of children’s learning, which makes the learning a lifelong “continuum” with different purposes at different stages. Nevertheless, Knowles’s ideas have guided the development of teaching strategies that are suitable for adult learning. 6 , 7

An understanding of adult learning theories (ie, andragogy) in healthcare professional education programs is important for several reasons. First, educational philosophies and theories are an essential part of evidence-based educational practice. Second, an understanding of different learning theories can help educators to select the best instructional strategies, learning objectives, assessment and evaluation approaches, based on context and environment for learning. 1 Third, educators should be able to integrate learning theories, subject matter, and student understanding to improve student learning. 2 Finally, being able to draw on learning theories to explain the impact of individual student differences on their learning outcomes could possibly exempt educators from taking sole responsibility for everything during the learning process. 8 Educational psychology offers a variety of adult learning theories, 1 and healthcare professional educators need to understand these theories and use this understanding in selecting and justifying the educational activities that they apply, so that these activities have a solid theoretical foundation based on the learning environment and setting. 1

Important learning pedagogies should have a role in the education of healthcare professionals, in the undergraduate, 9 , 10 the graduate, 11 , 12 and in continuous professional development (CPD) programs. 13 , 14 However, learning pedagogies are often not fully implemented in the educational design of healthcare professional education programs or in the pedagogical practice, whether undergraduate, or graduate or CPD. 15 – 18

The objective of this article is to synthesize and summarize published work on adult learning theories and their application in healthcare professional education in a user-friendly format, illustrating specific examples of the uses of these theories in practice. It is hoped that this will enable healthcare professional educators to understand the significance of learning theories, select, and ultimately apply the most appropriate learning theory with its associated educational activities suitable for their learning environment and context.

A literature search of learning theories in healthcare professional education was conducted in 2015 and updated in 2016, using the following academic databases: PubMed, Scopus, Web of Science, and ERIC. The search was conducted with combinations of the following search terms: education theory, educational model, learning theory, teaching method, medical education method, psychological theory, healthcare/healthcare education, healthcare professional education, and medical education. All specified search terms were used in different combinations using Boolean operators/connectors (AND/OR), as appropriate to the respective databases. Keywords were favored over MeSH terms to ensure consistency of search strategy among the different databases used, and terms were searched anywhere within the publication (no restriction to title, abstract, or body of publication). The criteria for inclusion of publications were books or articles electronically available in their entirety, published in English, from January 1999 to October 2016, concerning the identification, or categorization, or explanation learning theories, or the discussion of their application in educational practices in undergraduate, graduate, or CPD programs in any healthcare professional field. Excluded from this review were editorials, letters, opinion articles, commentaries, essays and preliminary notes, as well as duplicate publications in more than one database, theses, dissertations, and abstracts of conferences. The number of eligible articles and the process of selection are demonstrated in the four-step Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow chart in Figure 1 . However, in Table 1 , “categorization of learning theories used in health professional education programs,” which identified, compiled, and synthesized eligible articles, we included and cited articles that highlighted learning theories’ categorizations and use, but excluded those that repeated or used the same theories as those included.

PRISMA flow chart.

Categorization of learning theories used in health professional education programs.

To ensure comprehensiveness of the search, the references cited within selected articles were manually searched, and their authors were contacted, to gather further recommendations regarding relevant literature. Also, alerts for new articles were requested from the databases, to ensure that most up-to-date references were included.

Relevant articles were identified, compiled, synthesized, and then illustrated in Table 1 . The literature review was not performed as a systematic review, because the goal was to summarize learning theories used in healthcare professional education and present them in a user-friendly format. Data about learning theories categorization, their definition, limitations, and application in healthcare professional education were extracted from the selected articles and are summarized in Table 1 .

In this article, the classification of Taylor and Hamdy 7 was adopted, because their work presents a contemporary review of the literature about key learning theories, which has been widely cited in other studies. Furthermore, their work is based on a medical education setting, which enhances its applicability for other healthcare professional education. In this article, the work of Taylor and Hamdy 7 is expanded and developed to include constructivism learning theory, because constructivism learning theory has been identified and categorized in other literature as a distinctive category. 27 Examples of the application of each learning theory in healthcare professional education and a critical evaluation on each theory, as derived from previous literature, are presented in the “Results” section in a narrative and table format.

Adult learning theories have been divided in the literature into the following categories: instrumental, humanistic, transformative, social, motivational, reflective, and constructivist learning theories. The theories are outlined in the following text and then presented in table format with examples from practice and links to the relevant literature. These learning theories are derived from psychological theories of learning, and their categorization is influenced by the broad constructivist views of andragogy, indicating that learning is the process of constructing new knowledge on the foundations of existing knowledge. These constructivist views explain the overlapping principles among some of these theories, so they appear as logically expanded and developed from each other. 6

Instrumental learning theories

Instrumental learning theories include behavioral theories, cognitivism, and experiential learning.

Behavioral theories

Focus on a stimulus in the environment leading to an individual’s change of behavior, one consequence of which is learning. Positive consequences, or reinforcers, strengthen behavior and ultimately enhance learning, while negative consequences, or punishers, weaken it. 7 Within the behaviorist paradigm, educators are responsible for controlling the learning environment, to achieve a specific response, which represents a teacher-centered approach to teaching. 35

Cognitivism

Focuses on the learner’s internal environment and cognitive structures, rather than the context or external environment 35 . Cognitive learning theories are associated with mental and psycho- logical processes to facilitate learning by assigning meaning to events such as insight, information processing, perceptions, reflection, metacognition, and memory. This implies that learning primarily takes place in formal education through verbal or written instructions or demonstrations and includes an accumulation of knowledge that is explicit and identifiable. 64

Experiential learning

Learning and knowledge construction are facilitated through interaction with the authentic environment. 64 Kolb 31 believed that learning and knowledge construction are facilitated through experience and described the learning cycle as having four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb’s experiential learning cycle allows apprehension, comprehension, intention, and extension. 10

Humanistic theories or facilitative learning theories (self-directed learning)

Humanism is a paradigm that emerged in the 1960s and focuses on human freedom and dignity to achieve full potential. They suggest that learning is self-directed, and that adults can plan, manage, and assess their own learning to accomplish self-actualization, self-fulfillment, self-motivation values, goals, and independence in their learning. Hence, learning can be student-centered and personalized and educators are facilitators of learning. 7

Transformative learning theories (reflective learning)

Focus on transformation of meaning, context, and long-standing propositions. Learners are empowered to identify and challenge the validity of their embedded assumptions, referred to by Mezirow as “frames of reference.” 5 Learning occurs when new knowledge becomes integrated into existing knowledge, and learners maintain their original “frame of reference,” but continue to challenge and change some of their perspectives “meaning schemes.” 65 Transformative learning involves three stages, the first stage involves experiencing a confusing issue or problem and reflecting on previous perspectives about the event. The second is engaging in critical evaluation and self-reflection on the experience, which requires metacognitive thinking. The third stage is taking an action about the issue, based on self-reflection and previous assumptions, which leads to a transformation of meaning, context, and long-standing propositions.

Social theories of learning (zone of proximal development, situated cognition, communities of practice)

Social learning theories integrate the concept of behavior modeling with those of cognitive learning, so that the understanding of the performance of a task is strengthened. Social learning theories focus on social interaction, the person, context, community, and the desired behavior, as the main facilitators of learning. The fundamental components of social learning theories are observation and modeling, in which teachers are responsible for providing a supporting learning environment, and clarifying the expected behaviors. 7 , 27 , 35

Motivational model (self-determination theory, expectancy valence theory, chain of response model)

Imply that adult learning is associated with two fundamental elements: motivation and reflection. Examples of motivational theories are self-determination theory, 51 which focuses on intrinsic motivation; the expectancy valence theory, 54 which incorporates the expectancy of success; and the chain of response model, 55 which focuses on three internal motivating factors: self-evaluation, the attitude of the learner toward education, and the importance of goals and expectations.

Reflective models (reflection on action and reflection in action)

Schön 56 suggested that there are two types of reflection: reflection-on-action and reflection-in-action. While reflection-on-action allows learners to evaluate the level of relevance or rigor of the processes after they happen, reflection-in-action allows learners to reflect while the activity is happening. 66 This leads the learners to test their own knowledge, through investigation. 7 Reflection helps students make meaning of complex situations and enables them to learn from experience in authentic practice. Reflective learning varies according to a student’s ability to reflect on their experiences, clinical problems, and the context of practice. A student’s reflective thinking and practice can develop over time with a supportive learning environment and encouraging educators. Learners need a structured guide for reflection, as well as constructive feedback about their reflections, from their educators. 57

It is important to note that there are similarities between Mezirow’s 37 – 39 critical reflection model, explained above under transformative learning theories, and Schön’s 56 models of reflection on action in that they both reflect on old assumptions and knowledge, which then require action to change. Although the terms “reflection” and “critical reflection” are used interchangeably in the literature, not all reflection is critical. Critical reflection engages higher and more challenging levels of thought, and thus becomes an originator of transformative learning for both learners and educators, by connecting old and new knowledge to examine learning conditions more holistically. 67

Constructivism (cognitive constructivists and socio-cultural constructivism)

Constructivism is an epistemology and a psychological theory of learning that explains knowledge and the meaning making processes. Ausubel and Robinson 60 and Piaget and Cook 25 are the main scholars among the cognitive constructivists, and Vygotsky 42 was the first scholar in socio-cultural constructivism, a social theory of learning which emphasized the broader socio-historical and situated dimension of learning and development. According to constructivism, individuals construct new knowledge through the interaction between their previous skills and knowledge, the skills and knowledge gained from social interaction with peers and teachers, and social activities. Knowledge is actively constructed based on a learner’s environment, the physical and social world, which makes it relative. 68 The constructivist theory approaches pedagogy and learning holistically, focusing comprehensively on the internal cognitive mechanisms that underlie the learning processes, participation, and social interaction. 69

In Table 1 , the originator of the theory, examples about the application of the theory in healthcare professional education (undergraduate, graduate, or CPD context), and a brief critical comment about the theory are provided. 6 This literature synthesis provides an easy to use summary of key theories, which helps healthcare professional educators to have informed decisions of their instructional strategies, learning objectives, and evaluation approaches. This will subsequently result in student experiences improvement.

In Table 1 , a special emphasis is placed on the application of the theory in healthcare professional education. 6 For example, within the instrumental learning theories, frameworks that measure clinical performance and competence are originally derived from the behavioral theories, 24 while concept maps are derived from the cognitivism. 27 Within the humanistic learning theories, CPD programs are applications of self-directed learning. 4 , 14 Reflective learning theories has shown its effectiveness in enhancing students’ competence, and learning of clinical practice, 59 and constructivist learning theory has guided medical education strategies, such as group discussions, course portfolio development, and critical appraisal. 27 , 35

Healthcare professional educators including, but not limited to, those teaching in pharmacy, medical, nursing, dental schools/colleges are not essentially trained as educators. Burton et al 49 explained that most pharmacy educators were originally trained as pharmacists, not as teachers or educators, with the majority not receiving any formal training about teaching and learning processes and fundamental educational concepts, such as learning theories. While they demonstrate proficiency in their professional roles, their teaching skills have been largely developed by experience, rather than through formal training and research. Furthermore, McAllister et al 70 argue that it is important to support novice nurse educators during their transition from the clinical role into the educator role. This support could be achieved through exchanging expertise and resources with experienced nurse educators, which reduces their sense of isolation, and by conducting professional development activities, which aim to help educators meet the expected challenges. Exchanging expertise and professional development activities enhance the satisfaction of nurse educators, which results in positive learning experiences for students.

Healthcare professional educators should ideally be familiar with a range of learning theories to use the most appropriate approach for the teaching they deliver, based on the educational setting, context, learners’ characteristics, the purpose of the teaching, potential for use, and integration of existing resources. 1 The significance of theoretical considerations in professional healthcare professional education was stressed by Benner et al 15 who argued that theoretical knowledge is formed by practice and consequently influences practice. Unfortunately, important learning theories are not consistently implemented in the educational designs and practices of healthcare professional education programs. The reasons for this lack of consideration and implementation seem to vary between different countries and have potentially led to variable outcomes. For example, in the United Kingdom, one of the reasons for this lack of implementation is the structural arrangement of the National Health Service (NHS) and higher education organizations and their independent roles, which keep service and education providers disconnected. 71 This functional disconnection in the UK health and educational services has resulted in theory, practice, and research disconnects. 71 In other countries, such as Canada, the lack of discussion of educational theory, and giving it adequate consideration in pharmacy program design and pedagogical practices, has led to accreditation bodies dictating the educational agenda, and the extent to which theory appears in these accreditation standards is variable. 72 This dictation of the educational agenda by accreditation bodies could also be the case in other countries, such as United Kingdom. 73

In a systematic review conducted in 2015 to analyze the knowledge produced about teaching in higher education in nursing, the need to include pedagogical aspects in the training of nursing teachers was evident. This includes understanding and skillfully transitioning between the specialty and pedagogy and deepening the knowledge about the pedagogical practices. 74 In another scoping review for studies conducted in the health science disciplines, including but not limited to medicine, nursing, occupational therapy, physiotherapy, pharmacy and dentistry, clinician teachers indicated that they have no adequate educational background. They indicated their need to attend faculty development workshops that help them to identify the most common theories of learning and teaching used in graduate and graduate teaching, and the application of teaching methods. 11

Gonczi 75 argued that preceptors in undergraduate healthcare professional and medical education struggle to fully support their students because they were not developed as educators, yet are responsible for student learning at the practice sites. He noted that their responsibility for the student learning could become problematic if it is not associated with collaboration between the universities and the practice sites. Gonczi 75 called for a university-practice site partnership to enhance student learning and preceptor development as educators and to build up the strong organizational capacity of academics and practitioners to better serve students and practitioners learning about teaching pedagogies and learning theories. In addition, Moss et al 12 suggest advancing the understanding of the pedagogy of graduate programs in healthcare professional education. These investigators suggested that this can be achieved by conducting more research into the influence of pedagogy on the main components of curriculum design: content (concepts), delivery, and assessment. It is also important that educators explicitly explain the benefits of implementing graduate pedagogies in healthcare professional education programs, such as enhancing practice, and encouraging professional development. 12

Conclusions

In this article, a quick and easy-to-use summary of adult learning theories categorization is provided, indicating the potential application of each theory in healthcare professional education, and highlighting the importance of connecting educational practices to learning theories. Educators in healthcare professions should consider the nature of healthcare knowledge and the philosophical perspectives that underpin healthcare professional education, to augment more commonly adopted pragmatic perspectives. This thinking will help educators to subsequently restructure curricula, instructional strategies, learning objectives, and evaluation approaches, by giving more theoretical consideration to the healthcare professional education, which will ultimately enhance student learning experiences.

Acknowledgments

The authors would like to acknowledge the funding agency: Qatar University. The authors would also like to acknowledge Dr Ahmed Awaisu, Associate Professor, College of Pharmacy, Qatar University for providing his useful feedback about this quick guide for healthcare profes- sional educators about adult learning theories. This article is part of the PhD research of Banan. The PhD degree was awarded from the University of Bath, Bath, UK. The PhD was sponsored by Qatar University.

Funding: The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: The author(s) received no financial support for the research, authorship, and/or publication of this article. This article is part of the PhD research of the corresponding author. The PhD was sponsored by Qatar University

Declaration of conflicting interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Author Contributions: AT is a PhD supervisor and contributed to conception of the work, revision of intellectual content, final approval of this version, and confirmation of integrity of the work.

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Home Blog Everything You Needed to Know About Adult Learning Theory

Everything You Needed to Know About Adult Learning Theory

Research suggests that the adult brain starts getting lazy at around 25 years old . Of course, that doesn’t mean we aren’t capable of learning new concepts. It just means we need to engage in things that keep the brain busy and keep us learning.

Hobbies are one way to accomplish this. They can improve creative thinking, memory, and job performance. It’s easy for adults to revisit the learning process. We just need to rely on different strategies to retain the material.

In this blog, we unravel the intricacies, motivations, and strategies that shape how grown minds grasp new skills and insights. We’ll introduce the theory’s main pillars along with a few competing theories as they apply to adult learning needs.

Table of Contents

What Is Adult Learning Theory?

Adult Learning Theory is a framework that goes beyond the one-size-fits-all model. It delves into the diverse needs of adults, considering factors like prior experiences, responsibilities, and personal motivations. By acknowledging these nuances, educators can craft tailored strategies that make learning not only effective but also engaging and relevant.

American educator Malcolm Knowles introduced the concept back in 1968. Today, it is more commonly known as Adult Learning Theory.

The Importance of Adult Learning Theories

Unlike the traditional pedagogical approaches used with children and teenagers, adult learners bring a unique set of experiences, motivations, and challenges to the table. Adult Learning Theory takes center stage to decipher this enigma and provides educators and trainers with insights that can reshape education.

But why is this theory so vital? The answer lies in its power to bridge the gap between theory and practice. By understanding how adults learn best, educators can design courses, programs, and training sessions that tap into the real-world context of learners. This isn’t just about transferring knowledge; it’s about equipping adults with skills they can immediately apply to their careers, hobbies, and everyday lives.

The 8 Pillars of Adult Learning Theory

The principles of adult learning, often referred to as Andragogy, were formulated by Malcolm Knowles, a prominent figure in the field of adult education. These principles provide a framework for understanding how adults learn best. There are several adult learning principles, and the number varies depending on the source. Here are eight of the most commonly cited principles:

• Adults are self-directed learners.
• Adults have a wealth of experience that can be used to facilitate learning.
• Adults need to know why they are learning something and how it will help them achieve their goals.
• Adults learn best when the learning is relevant to their lives and work.
• Adults learn by doing and prefer hands-on experiences.
• Adults are ready to learn when they perceive a need for new knowledge or skills.
• Adults learn best when the learning is problem-centered and focused on real-world issues.
• Adults learn best when they are intrinsically motivated.

The Difference Between Adult Learning with Childhood Learning

Understanding the differences between how adults and children learn is essential for educators and trainers to design effective learning experiences for adult learners. Here’s an overview of the fundamental distinctions between these two learning processes:

Additional Adult Learning Theories

Click here to learn more about hands-on learning and how it might apply to business management.

Though Knowles’ Adult Learning Theory remains an incredibly influential method of instruction, competing theories do exist. These theories are important components of instructional design.

The more familiarity individuals responsible for our learning experiences have with them, the better they can instruct a diverse cast of adult learners.

Transformative Learning

Introduced in 1970 by sociologist and professor Jack Mezirow, this adult learning theory revolves around the premise that adults can adjust their thinking based on new information.

The theory, also known as “transformational learning,” is reserved for adults, as they possess the necessary set of experiences needed to undergo a significant thought transformation.

Mezirow says his theory revolves around two specific focuses: instrumental learning and communicative learning. The first relates to task-oriented problem-solving, while the second emphasizes how people communicate their feelings, needs, and desires.

Both elements are central to the transformation process, as students must embrace new perspectives that are both logical and emotional to challenge their previous understanding.

There is, however, a certain amount of criticism that follows Mezirow’s transformative learning theory. Concerns have been raised surrounding how the theory interacts with cultural contexts, relationships, and feelings. While new perspectives are often welcome, it’s difficult to accept them as a means of altering existing principles.

Self-Directed Learning

Self-directed learning ( SDL ) has roots in Andragogy. The theory maintains that adults must exercise control over learning decisions. Educators may act as supporting guides, but it’s up to the individual learner to take the initiative.

The idea here is that all students are responsible for their cognitive development. Students must be ready to self-regulate and self-evaluate their learning goals. This model is often used to describe eLearning environments.

Experiential Learning

Though he relied on existing theories to craft this adult learning theory, David Kolb introduced the concept of experiential learning back in 1970. This adult learning theory reflects a more hands-on approach, with actual experiences needed to make sense of new information.

In place of memorizing facts and statistics, adults will rely on real-world learning experiences to initiate reflection, review, and abstract thinking. They can then conclude and conceptualize the meaning of the experience.

Project-Based Learning

Project-Based Learning (PBL) was developed by American philosopher John Dewey back in 1897. This adult learning theory revolves around the concept of “learning by doing.”

Learners must demonstrate their knowledge by completing a project or overcoming an obstacle. The idea is that the adult learner will have an easier time retaining new information by completing a task than listening to someone explain it.

Find out what it means to attend a technical school today. Learn more about the kinds of learning styles they use.

Action Learning

Like many other theories on this list, action learning revolves around solving problems. Under this theory, learners need to exercise their critical thinking skills to isolate the problem and identify the solutions needed to resolve it. Only after these two steps have been completed should they take action.

This theory can facilitate learning in a group setting. This forces participants to both think critically and work collaboratively. Often, it is practiced in the workplace or across campuses.

Cooperative and Collaborative Learning

This theory applies to groups of two or more individuals sharing a common goal. It relies on collaborative skills, direct interaction, interdependence, personal accountability, and group interaction. Past experiences help learners form goals, resolve conflicts and post questions to the group.

Discovery Learning

This theory states adults learn best by formulating their own questions and answers. Originally introduced by Jerome Bruner, the theory encourages practitioners to rely on past experiences, knowledge, and even intuition.

Though instructors play a helpful role, it is up to the student to discover new information, correlations, and truths. Instead of absorbing recited information, learners should seek out original answers to their questions.

Elaboration Learning

Educational theorist Charles Reigeluth founded the elaboration theory. The model suggests that information should be presented in a specific order, from the most rudimentary to the most complex.

The idea is to help learners recognize connections between interrelated ideas. This method remains particularly popular among corporate learners.

Social Learning

Social learning theory was introduced back in the 1970s by psychologist Albert Bandura. The concept emphasizes the importance of observing, modeling, and imitating others’ behaviors and emotional reactions. The theory draws on both cognitive and behavioral elements.

Individualized Learning

This theory states that learners must be able to navigate topics independently to fully understand the ideas they involve. In a classroom setting, this typically involves some kind of assessment at the end of a chapter or unit. Social learning activities are peppered in to help broaden the learner’s understanding.

Behaviorism

Behaviorism frames all learning experiences as responses to external stimuli. Learners, in this case, can be considered “blank slates,” which may develop specific behaviors based on their interactions with the environment.

In this case, innate or inherited factors will have very little impact on a student’s existing knowledge base. The philosophy stems from the work of B.F. Skinner.

Cognitivism

This theory operates in contrast to behaviorism, asserting that individuals actively partake in learning. This kind of mental processing involves language, concept formation, and information processing. Cognitive theorists believe discrete changes in states of knowledge can measure learning.

Constructivism

Constructivism revolves around the idea that learners create meaning through experience. Though considered a branch of cognitivism, constructivism distinguishes itself through its unique definition of knowledge.

Constructivists believe we process new information through individual experiences. That means our catalog of knowledge is constantly subject to change.

Challenges of Adult Learning

Adult learners can face various challenges that can impact their learning journey. Recognizing and implementing strategies to address these challenges is crucial for creating effective adult education and training programs.

Here are some common challenges of adult learning, along with strategies that New England Tech offers to help adult learners overcome them:

Time Constraints

Adults often have busy schedules due to work, family responsibilities, and other commitments, which can make it difficult to allocate time for learning. Strategy: Offer flexible learning options, such as online courses or self-paced modules, that allow adult learners to fit learning into their schedules. Emphasize the value of small, consistent learning sessions.

Motivation and Relevance

Adult learners need to see the practical relevance of what they’re learning. If they can’t connect the content to their real-life situations, motivation can wane. Strategy: Clearly communicate the practical applications of the learning material. Incorporate case studies, real-world examples, and scenarios that resonate with their experiences.

Fear of Technology

Some adult learners may be uncomfortable with technology, particularly if they haven’t had much exposure to digital tools. Strategy: Provide user-friendly technology interfaces, offer tech support, and include tutorials to help learners navigate online platforms. Gradually introduce technology to build confidence.

Learning Styles and Preferences

Adults have diverse learning styles and preferences. A one-size-fits-all approach may not effectively engage all learners. Strategy: Offer a variety of learning materials and methods, including visual, auditory, and hands-on activities. Allow learners to choose the formats that suit them best.

Financial Constraints

Adult learners may have financial limitations that affect their ability to access learning resources or courses. Strategy: Offer affordable or accessible learning options whenever possible. Provide information about scholarships, grants, and financial assistance programs.

Learning Overload

Balancing learning with other responsibilities can lead to cognitive overload and hinder effective information retention. Strategy: Break down complex topics into smaller, manageable chunks. Use spaced repetition techniques to reinforce learning over time.

Limited Study Skills

Adult learners might not have well-developed study skills or effective learning strategies. Strategy: Incorporate study skills and learning techniques into the curriculum. Offer resources on time management, note-taking, and effective reading.

Adult Learning Theory isn’t just a concept; it’s a transformative force that has the potential to revolutionize the way we approach education for adults. It recognizes that the journey of learning doesn’t end with youth; instead, it evolves, adapts, and takes on new dimensions as we mature.

By acknowledging the autonomy of adult learners, valuing their prior experiences, and understanding their unique motivations, educators, and trainers can create learning experiences that resonate deeply. The principles of relevance, self-directed learning, and practical application become the pillars upon which effective education for adults is built.

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What exactly is Adult Learning Theory, and why is it essential for educators and trainers?

Adult Learning Theory is a framework that outlines how adults learn best, taking into account their unique experiences, motivations, and learning styles. It emphasizes principles like self-directed learning, relevance, and practical application. For educators and trainers, understanding this theory is essential because it enables them to create tailored, engaging, and effective learning experiences that resonate with adult learners, fostering better retention and application of knowledge in real-world contexts.

Is Adult Learning Theory applicable to all industries and professions?

Yes, Adult Learning Theory is applicable to all industries and professions. Its principles, such as recognizing prior experience, fostering relevance, and promoting self-directed learning, are universally relevant. Whether in corporate training, healthcare, technology, or any other field, understanding and implementing this theory enhances learning outcomes and engagement for adult learners across diverse contexts.

Can individuals benefit from understanding Adult Learning Theory for their personal development?

Absolutely, understanding Adult Learning Theory can greatly benefit individuals in their personal development. It provides insights into effective learning strategies, making self-guided learning more efficient. By recognizing one’s learning style, valuing prior experiences, and staying motivated through practical application, individuals can enhance their ability to acquire new skills, knowledge, and personal growth effectively.

How do you teach adults effectively?

Though different theories will emphasize different educational techniques, there are a few commonalities across the board. Most adult learning theories embrace the idea of angling lessons in ways that appeal to learners directly.

Drawing personal connections to information presented, keeping assignments relevant to the learners’ everyday responsibilities, and integrating existing academic training are good ways to approach adult education.

Why is Andragogy important?

Andragogy has been recognized as one of the first theories to distinguish adult learning patterns from how children digest new information. In other words, it was the first theory to point out that adults learn differently from kids.

This gives educators, coworkers, and even bosses much more direction when introducing new information to adult learners.

How do teachers use theories in teaching?

Teachers rely on adult learning theories when instructing older audiences in a variety of ways. These methods provide them with a basis to understand how their students learn.

At New England Tech, we know that everybody has their own way of learning. Our hands-on approach lets students learn and execute at the same time. Our faculty is prepared to work with students personally, armed with different tools to use when dealing with different kinds of learners.

Apply for working professional degrees and graduate in less than 2 years.

Free Adult Education Essay Examples & Topics

We keep learning throughout our lives. However, formally a person stops studying after college age. Adult education refers to a practice when mature people participate in educational programs. It can be achieved through colleges or universities, workforce training, community education, or even self-educating.

There are several forms that adult education can take. The first one is the self-directed learning approach . It relies on a person taking their education into their own hands, conducting research, and practicing. This approach is typical for something like second language learning.

The second approach is online or distance learning . This is made possible thanks to today’s technology. As you can imagine, this approach is popular due to its flexibility and convenience.

The last approach is attending formal classes or lectures . For example, it is one of the advantages of community education as there are typically instructor-led courses.

Here, our team has collected some information that could be useful for your essay on adult education. We have looked at why this concept is essential and provided five exciting facts. Under the article, you will find adult education essay examples.

If you are writing an essay on the importance of adults’ education, this is the right place. In the 21 st century, adult literacy and edification are essential. There are several reasons for this:

• Better career opportunities. These days, employers are demanding more than ever from their potential employees. Going to school for another degree is encouraged. The more skilled a person is, the better their job opportunities will be.
• Keeping up with the ever-changing world. New technologies emerge every year, and new concepts arise with time. People might find it hard to keep up with all these changes. This is why multicultural education and community education are essential for adults and older generations in general.
• Switching to a new occupation. Sometimes, during periods of economic crises, job opportunities just aren’t as available. Or perhaps, someone wants to change the course of their career altogether. In any case, retraining for a new position is another way for an adult to receive education and new skills.
• Self-development. Learning doesn’t stop after higher education – it is a lifelong process. A person doesn’t necessarily need a reason to continue studying. It is a way to keep up mental health and develop social skills.

For more reasons, check our adult or community education essay samples below.

Now that we talked about the importance of adults’ education, it is time to look at some interesting facts. It is a multifaceted subject with a long-standing history and tons of different approaches. We have collected five exciting things for you to use as inspiration for your adult learning essay. Feel free to use them for crafting your thesis statement or arguments.

• Eduard C. Lindeman and Malcolm Knowles are the pioneers in adult education.

Eduard C. Lindeman worked in extended education and wrote one of the first works on community development. He advocated for community and social development. Besides, he looked for ways to implement adult education. Meanwhile, Malcolm Knowles came to the field later but made a lot of significant contributions. He was the first to equate the term andragogy with adult learning.

• Children and adults learn differently.

Knowles was the first to talk about how andragogy is different from pedagogy. In his words, adult learners have greater experience and an established self-concept. They also want to study to develop their social role and increase their problem-solving abilities. Finally, the motivation for adults to learn is internal. Children have to learn because of external necessity or pressure.

• There are many types of adult learners.

Just as there are numerous types of adults, there are many kinds of learners. There are visual learners – they rely on images and pictures to memorize information. Auditory learners benefit more from listening to lectures or classes. The characteristics of kinesthetic learners are that they learn by performing the tasks themselves.

• There are four main principles of andragogy.

Once again suggested by Knowles, the principles of andragogy follow the idea that adults learn differently than children. They need to be involved in the planning of their classes. This is because they are more interested in learning things that apply to them directly. Adult education should be centered on problems and not content. Plus, mistakes provide the basis for the studying experience.

• Adult education should produce six primary outcomes.

Everyone has a different goal for their education, whether to learn how to cook or speak English fluently. However, in the end, the outcomes should be the same for almost anyone:

• They gain a better understanding of themselves.
• They grow more open-minded towards others.
• Their attitude towards life becomes more positive.
• Their response changes to understanding the causes of distress, not the symptoms.
• Their perspective changes to better understand the human experience.
• They gain a better understanding of society and want to bring about social change.

Thank you for reading! We hope that you found our ideas and facts informative and valuable.

And now, look at our collection of adult education essay samples. They have been written by students like yourself and can serve as examples. If you don’t have time to read them all, shorten them with the help of our summarizer .

66 Best Essay Examples on Adult Education

The impact of massive open online courses in education.

• Words: 1389

Andragogy: A Reflection on Adult Teaching and Learning

• Words: 1213

The Concept of Adult Learning Theories

• Words: 1243

The Concept of Adult Education and Its Various Aspects

• Words: 2247

“Lifelong Learning in a Postmodern Age” by Jean Sheridan

• Words: 1123

Radical Philosophy of Adult Education

Andragogy’s definition, models and concepts, why adults go back to college later in life, lifelong learning skills for college and career readiness, adult learning and development analysis.

• Words: 1668

Adult Learning: Andragogy Theory

Adult education: evaluation planning, adult education program: instructional plan, adult learners and their key characteristics, adult basic educators’ multicultural professional development, adult foreign language learning course.

• Words: 2066

The Unacknowledged Side of Adult Education

Adult education and its delivery forms.

• Words: 3017

The Effects of Including Co-Curricular Activities on Veteran Student Performance

• Words: 2421

Entrepreneurship Education Programs in Brazil

• Words: 1574

Creating a Change in Practice

Teaching adult learners overview, negative effects of multitasking on teenagers, the charter of the united student world assembly, on-line education: key to successful adult learning, link between education and earning.

• Words: 1472

Leadership in Empowered Schools

• Words: 1141

Education and How You Can Further It

A cooperation between four crucial structures, adult learning theories and education with specialization in nursing education.

• Words: 1806

The Freshman Academy Concept Analysis

• Words: 1029

Adult Learning Environment

American association for adult and continuing education, frustration and resistance among adult learners, heutagogy and lifelong learning, adult education and lifelong learning, summer school for adults: program evaluation, spirituality focus in adult education.

• Words: 1176

Adult Learning Principles for Course Training

Adult basic education funding in british columbia, the significance of adult education to the economy, canada’s adult learning: social & structural factors, adult illiteracy elimination programs.

• Words: 2967

Adult Learning Theory and Research

Benchmarks and goal setting for the adult learner, adult education on operating room technology, adult learning: cognitivist and constructivist theories, adult learning observations: teachers role in learning.

• Words: 3401

Adult Education Theories and Approaches

• Words: 1382

Canadian Public Policy: Returns to Education

• Words: 1321

Adult Learning: Features and Challenges

• Words: 1682

Adult Learning in the Workplace

Adult development and collaborative learning approach.

• Words: 4102

The Main Aspects of Adult Learning

Adult development and collaborative learning.

• Words: 2500

Teaching Business Graduates in Brazil

Adult learning assumptions, consolidated model for teaching adults.

• Words: 2587

Adulthood Learning Determining Factors

• Words: 1742

Adult Education: Effective Teaching Methods

• Words: 1681

Adult Learning Methodology

• Words: 2402

Theoretical Orientations in Race, Class and Gender in Adult Learning

Knowles adult theory andragogy and the five assumptions of adult learning.

• Words: 1440

Improvements in K-12 and Adult Learning Programs

Instructional design model for adult education, adult learning and education.

• Words: 1628

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Adult learners: who they are and what they want from college

September 21, 2023, By Tess Arena , Director, Product Marketing

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Across the last few years, colleges and universities have increasingly prioritized adult learner enrollment to offset declining undergraduate enrollment and diversify revenue streams. One hundred percent of the  presidents and provosts EAB surveyed  in 2022 said adult learner enrollment is a high or moderate priority for their institution. And today, adult learners make up 42% of total higher ed revenue.

Hear EAB’s Latest Research on the Characteristics of the Adult Learner Market

We’ve rounded up a few quick facts about adult learners—check them out below.

Who they are

Typically, adult learners—sometimes called “non-traditional students,” although that definition is fading from the vernacular—are defined as students aged 25 or older. Adult learners are diverse because adults are diverse.

EAB estimates Gen Z will account for 60% of the total adult learner population by 2031.

Adult learners can be Baby Boomers or Gen Z, career changers,  veterans ,  parents , caretakers of elderly parents, and more. Adult learners may have no experience with higher ed, may have taken a few undergraduate classes online or in-person, or may have completed multiple graduate degrees.

Hear From A Future Adult Learner In Her Own Words

What they want from college

It’s no secret that most adult learners pursue higher education with the hopes of changing careers, advancing in their current career, increasing their earning potential, or to stay competitive in their current field. For this reason, it’s critical that adult-serving programs  confer the skills  employers most commonly seek in program graduates.

But not all adult learners are looking to higher ed to advance their careers. In our  2023 survey of adult learners , 30% said they want to further their education to pursue their passions, while more than a quarter of students said they seek additional education to help make a difference in the world. Whatever a student’s motivations for enrollment might be, it’s important that enrollment marketing teams understand student intent and can tailor marketing messages accordingly.

Learn More About Intent Marketing to Recruit Adult Learners

How to support adult learners

For adult learners, the weight of career, family, and other personal obligations can make college especially difficult to navigate. Additionally, many of the support services available to first-time, full-time undergraduate students aren’t  designed with adult learners in mind . For example, career counseling, financial aid, and other support services may be unavailable via virtual appointment or only open during traditional business hours—making them difficult for working professionals, parents, and others to access.

Here’s How to Improve Student Success for Adult Learner Populations

Finances:  Adult learners tend to be cost-conscious. In our  2023 survey of adult learners , respondents identified financial aid, scholarships, and cost of attendance among the top factors they consider when making an enrollment decision. This is especially true of adult learners who started college but did not complete their degree. Thirty percent of surveyed adult learners who discontinued their education said they stopped out because of high costs. These students may also face financial impediments from their prior higher ed experience, such as student loan debt or lingering bursar holds. Given this cost-consciousness, it’s critical that leaders of adult-serving programs clearly communicate information about tuition, fees, and financial aid and scholarship opportunities.

Scheduling:  While some adult learners prefer to complete programs full-time and attend daytime, weekday courses, adult learners’ competing priorities can make full-time and/or daytime courses difficult to attend for some. Flexible course schedules, including part-time, online, hybrid, and evening course options, can help attract and meet the needs of prospective adult learners.

Childcare:  The Lumina Foundation  estimates  that 24% of adult learners have children or other dependents. Affordable, on-campus childcare helps improve these students’ odds of enrolling and succeeding in college. A  survey of student parents  found that 63% of respondents missed one or more classes due to a lack of childcare. As my colleague Valerie Gipson  wrote , it’s no wonder than more than half of student-parents leave school without a degree.

Listen to the Podcast: Are You Treating Student-Parents as a Liability or Asset?

Ultimately, no two adult learners are alike.  Reaching, enrolling, and supporting adult learners  requires strategies as unique as adult learners themselves.

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3 things you need to know about the shifting adult learner market

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