Adult Learners and Learning
Reviewed: January 2007
This page has been kept for reference.
It will no longer be updated by ICVET.
Because of their life experience, adults approach learning differently than children. Generally, adults…
- support themselves hence are generally self directed
- have their own ideas about what’s important to learn
- tend to be concerned about effective use of learning time
- have life experiences to which they can relate new learning
- tend to learn when they need to in order to solve a problem or fulfil a need
- are more likely than children to reject or explain away information that contradicts their own experiences or beliefs
Hence, when planning and delivering learning for adults there are some principles that, when applied, can assure a more rewarding and effective experience.
Those principles are summarised as follows.
Adult learners
- expect to find learning rewarding
- use all of their senses to learn
- learn more effectively when they can relate new information to their existing knowledge
- need opportunities to practice their new skills and apply their new knowledge
- remember best the first and last things in a learning session
- need feedback on their progress
- need to be actively involved in the learning process
- need more time to make sense of and value new information
These ideas, and more, can be explored in more detail in the following links and references. Some include practical ideas for designing learning specifically for adults.
Websites
Principles of adult learning
Adapted from John Goodlad, this is one of the best summaries (complete with tips for teaching) available. Prints out to less than two pages.
Principles of adult learning
Although written in 1991, this overview is a great introduction to adult learning by Stephen Lieb.
30 Things we know for sure about Adult Learning
This is a practical, no nonsense resource based on sound theory.
Adult characteristics
On this page you’ll find a neat table showing some general characteristics of adult learners as compared to children.
Ageless Learner: How Adults Learn
This site focuses on how learning and curiosity influence everything you do in life, no matter your age, education, or occupation. It offers terrific resources and the best information to help you get more from life whether you're four or ninety-four.
Some Characteristics of Learners with Teaching Implications
Here you’ll find adult vs youth learning; adult learning characteristics and teaching strategies; instructor vs learner centred teaching; thinking styles; and learning styles.
Nature of the Adult Learner – Nebraska Institute for the Study of Adult Literacy
This is the table of contents for an instructional module about the nature of adults as learners and how instructors can effectively facilitate adult learning. It’s well worth browsing through.
Utah University – modules on adult learning
Here you’ll find a list of online resources intended to support a Utah University course in adult learning. Some of the resources are really worth checking out – browse!
Theory in practice database
A site that links to information on 50 theories of adult learning as well as learning domains and learning concepts.
Publications
BROOKFIELD, Stephen 1986, Understanding & Facilitating Adult Learning. San Francisco: Jossey-Bass.
Brookfield is generally known as one of the 'gurus' in the
field of adult learning and this book is one of his most frequently cited.
A ‘must read’.
FOLEY, Griff (Ed) 1995, Understanding Adult Education and Training, Allen & Unwin, St Leonards NSW, Australia.
This easy to follow book is actually a series of chapters by different authors about contemporary adult education in Australia. Different chapters cover the areas of ‘Teaching Adults,’ ‘Competency Based Education’ and ‘Workplace Learning’
FOLEY, Griff (Ed) 2004, Dimensions of Adult Learning, Allen & Unwin, St Leonards NSW, Australia.
Foley is from the University of Technology, Sydney. If you’re looking for an Australian reference this needs to be near the top of your list.
KROEHNERT, Gary 1990, Basic Training for Trainers: An Australian Handbook for New Trainers, McGraw-Hill, Sydney.
This is a basic introduction to training. As well as information about how adults learn, it includes handy information about training strategies like questioning, nonverbal communication and lesson planning.
MALOUF, Doug 1994, How to Teach Adults in a Fun and Exciting Way, Business & Publishing, Chatswood NSW Australia.
This easy to read guide provides a basic guide to adult learning theory and suggests a number of methods trainers can adopt to make their training relevant and memorable.
STEINBACH, Bob 1993, The Adult Learner, Crisp Publications, USA.
Based on the premise of life long learning, this book outlines a number of strategies trainers can use for themselves and their students to improve the effectiveness of their learning including a thinking style inventory, some learning techniques and suggestions for improving recall of learning.
TENNANT, Mark 2005, Psychology and adult learning 3rd Edn, Routledge, London.
Tennant is from the University of Technology, Sydney. Along with Foley’s text, this should be on top of your list of Australian references.