The document discusses adult learning theory and principles, emphasizing the differences between traditional didactic teaching methods and more collaborative, problem-based approaches favored by adults. Key principles include the internal motivation of adult learners, their relevant life experiences, and the need for respect in the learning process. It also outlines the importance of creating training that acknowledges learners' needs and encourages sharing and active participation.

1. ADULT LEARNING
THEORY AND
PRINCIPLES
17 February, 2016

2. Adult Learning Theory and Principles
 Adult Learning Theory
 Part of being an effective educator involves
understanding how adults learn best (Lieb,1991).
 Andragogy (adult learning) is a theory that holds a
set of assumptions about how adults learn.
 Andragogy emphasizes the value of the process
of learning. It uses approaches to learning that
are problem-based and collaborative rather
than didactic, and also emphasizes more equality
between the teacher and learner.

3. Adult Learning Principles
 Adults are internally motivated and self-
directed
 Adults bring life experiences and
knowledge to learning experiences
 Adults are goal oriented
 Adults are relevancy oriented
 Adults are practical
 Adult learners like to be respected

4. Other Factors
 Another aspect of adult learning is motivation.
At least six factors serve as sources of
motivation for adult learning:
 Social relationships:
 External expectations:
 Social welfare:
 Personal advancement:
 Escape/Stimulation:
 Cognitive interest:

5. Teacher
S
S
S
S
THIS DIAGRAM SHOWS THE TRADITIONAL METHOD OF
TEACHING
The Didactic "Teacher  Student Method"
Teacher Student
 is very big and
important
 is small and unimportant
 is full of
knowledge
 has little knowledge
about the topic
 ignores students’
experience
 must keep quiet during
lecture

6. TRADITIONAL METHOD OF TEACHING (CONTD.)
 The didactic Teacher-Student Method is often not
an effective training model for adults for two
reasons.
 It disregards a very important resource — the
students' knowledge and experience.
 Adults learn better and remember what they
learned when they:
 Hear information
 See demonstrations and illustrations
 Discuss information and ideas
 Practice techniques

7. P
P
P
P
P
P
T
Adult (Participatory) Training
The Trainer The Participants
 Is a facilitator  Are members of a communication network
 Is a good communicator  Feel at ease
 Works at the same level as the
participants
 Participate actively
 Respects participants' ideas and
experiences
 Share experiences
 Is supportive of the learning process  Ask questions, make mistakes, and take risks as
part of the training process
 Is an organizer of learning experiences  Use the trainer as a resource, guide and mentor

8. ADULT EDUCATION PRINCIPLES AND
IMPLICATIONS FOR TRAINING
Adult Education Principle
 Adults learn best when they
perceive learning as relevant to
their needs.
 Adults have unique learning styles.
They learn in different ways, at
different rates, and from different
experiences.
Implications for the training plan
 Provide "real life" situations and
emphasize the application of
learning to real problems.
 Identify learners' needs and what
is important to them.
 Use a variety of training
techniques.
 Establish an atmosphere of respect
and understanding of differences.

9. ADULT EDUCATION PRINCIPLES AND
IMPLICATIONS FOR TRAINING (CONTD.)
Adult Education Principle
 Participants bring relevant and
important knowledge and
experiences to the workshop.
Implications for the training plan
 Provide opportunities for sharing
information.
 Discuss and analyze participants'
experiences.
 Use participants as a resource and
encourage them to participate and
share their experiences.