This document discusses adult learning and several theories of adult learning. It defines adult learning as activities intentionally designed to promote learning among those who see themselves as adults based on age, social roles, or self-perception. Another definition provided states that education is lifelong and not confined to formal schooling but continues throughout life. Theories discussed include experiential learning, where adults create knowledge from experiences; action learning, where adults work in teams on real-life projects with a learning coach; project-based learning, where adults work in groups on authentic problems; and self-directed learning, where adults take responsibility for their own learning process and goals with guidance from resources.

1. Adult Learning
BY: STEPHEN BARNETT

2. What is adult learning?
Merriam & Brockett (1997) describe adult learning
through education as “… activities intentionally
designed for the purpose of bringing about learning
among those whose age, social roles, or self-
perception define them as adults.” (p. 7)
There are many other definitions for adult learning,
since it is such a broad term. We will use the
definition above for this presentation.

3. Another Definition for
Adult Learning
"Education is life--not a mere preparation for an unknown
kind of future living…The whole of life is learning;
therefore, education can have no ending. This new
venture is called adult education--not because it is
confined to adults but because adulthood, maturity
defines its limits.” (Linedman, 1926)
A person should aspire to be a life-long learner. This
definition explains that learning should not stop with a
degree or certificate, but should continue throughout life.

4. Adult Learning Theories
Theories that have been researched to produce effective adult
learning.

5. Experiential Learning
Theory
Adult learners create knowledge from experience
rather than being told or lectured about a topic.
The basic concept behind this theory is that adult
learners will learn by doing (Avery Bergsteiner, &
Nueman, 2010).

6. Action Learning Theory
The action learning theory places the learners on
teams and has them work on a real-life projects.
A learning coach is available to each team to help
guide the team and provide needed assistance (O’Neil
& Lamm, 2000).

7. Project-Based Learning
Theory
Adult learners work in groups to solve authentic,
real-world problems.
The teachers purpose is facilitate the learning and
not provide specific instructions for the students
(Conlan, Grabowski, & Smith, 2003).
This is different than the action learning theory, in
that the action learning theory has adult learners
working on projects that directly relate to their
employment.

8. Self-Directed Learning
Theory
This is similar to informal learning, as the adult
learners will take on the responsibility of the
learning process and set their own goals.
Many times, the learners will be presented with
resources to help guide them in the learning process.
Motivation must be present in the learners for self-
directed learning to be successful (Conlan,
Grabowski, & Smith, 2003).

9. Learning
Theories Review
Experiential Learning
Action Learning
Project-Based Learning
Self-Directed Learning

10. References
Avery, G., Bergsteiner, H., & Neumann, R., (2010). Kolb’s experiential learning
model: Critique from a modeling perspective. Studies in Continuing
Education,32, 29 – 46.
Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/
Lindeman, E. (1926). The Meaning of Adult Education. New York: New
Republic, 6.
Merriam, S. & Brockett, R. (1997) The Profession and Practice of Adult
Education. San Francisco: Jossey-Bass.
O'Neil, J. & Lamm, S.L. (2000). Working as a learning coach team in action
learning. New Directions for Adult & Continuing Education, 87, 43-52.