We tend to take for granted that we know how to learn.
Companies do the same with their employees.
But, as always, here comes science to throw a wrench in the works.
Do we really know how to learn? Are you wasting time and money on learning experiences and training programs that simply do not connect with adult learners?
Tough questions. Luckily, adult learning theory can provide answers.
That’s what we’ll be diving into in this guide.
So, get ready to have your preconceptions shattered as you discover:
What adult learning theory is
How adults learn differently from children
Why adult learning theory is important for organizations
The different adult learning theories (you knew there had to be more than one)
How to apply the assumptions of adult learning theory to e-learning
The future of L&D is here
Find out if you’re ready with our Learning Performance Index
What is adult learning theory?
Adult learning theory, also called andragogy, is the science of how adults learn best. It focuses on teaching methods and principles specifically designed for adult learners, emphasizing self-direction, experience-based learning, and practical application. The German educator Alexander Kapp coined the term ‘Andragogy’ in 1833, but modern adult learning theory was developed by American education expert Malcolm Knowles in the 1960s, who argued that adults are differently experienced, motivated, oriented, and have different learning needs than children.
Any learning process and environment that targets adult learners can apply the insights from adult learning theory.
This is the biggest contribution that Knowles and his theory brought to the learning sciences and instructional design. The idea is that adults have different needs when they learn compared to children.
The implications of this are wide, especially for companies where most adult learning happens, a fact underscored by data showing that employment for training specialists is projected to grow 11 percent between 2024 and 2034. Think upskilling, retraining, onboarding, compliance training, and more.
Since the 1960s, when adult learning theory was first formulated and popularized, there has been a lot of research into how adults learn. For example, humanism became a paradigm that emerged in the 1960s, focusing on human freedom and dignity, and several other new theories emerged as a result. More on that later.
For now, the important thing to remember is that you’re not teaching kids in your company (phew!) but adults. So, knowing about the different adult learning theories can be a real advantage when you design learning experiences.
Up next, we take a look at how adults learn differently than children.
Knowles’ 5 assumptions of adult learning theory
1. Self-concept
As people mature, they become more self-directed and independent. Adults need control over their learning journey and want training that offers autonomy rather than rigid instruction.
2. Adult learner experience
Adults bring valuable life and work experience to learning situations. Effective training builds on this experience by connecting new information to what they already know.
3. Readiness to learn
As a person matures, their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles. Adults are most receptive to learning when it helps them with real-world situations they face in their jobs or personal lives. Training that solves an immediate problem is far more compelling than abstract knowledge.
4. Orientation to learning
Adults have a problem-centered orientation to learning, rather than a subject-centered one. They want to know how learning can be applied to solve a problem or improve a situation. Training should focus on practical application and real-world scenarios, not just theoretical concepts.
5. Motivation to learn
For adults, the motivation to learn is internal. While external factors like promotions can play a role, the most powerful drivers are internal desires such as increased job satisfaction, self-esteem, and quality of life. Training must tap into these intrinsic motivators to be truly effective.
Knowles’ 4 principles of andragogy
Building on his assumptions, Knowles outlined four principles to guide the practical application of adult learning.
1. Involve adults in planning
Adults should have a say in the planning and evaluation of their instruction. When learners are involved in shaping their own learning path, they are more invested in the outcome.
2. Use experience as a resource
The most valuable resource in adult learning is the experience of the learner. Training activities should draw on this experience through discussions, problem-solving exercises, and case studies.
3. Ensure learning is relevant
Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life. It’s crucial to connect the training directly to their daily challenges and goals.
4. Focus on problem-solving
Adult learning is more effective when it is problem-centered rather than content-oriented. Frame training around solving real-world problems to keep learners engaged and help them see the practical value of new skills.
How adults learn differently from children
When companies set up learning strategies, they often make one critical error: treating adults like children. A lack of discussion of educational theory can lead to suboptimal program design, and traditional classroom-style training often results in disengaged learners and poor outcomes.
Here’s the key difference:
Pedagogy: The science of teaching children through instructor-led, subject-focused methods
Andragogy: The science of teaching adults through self-directed, problem-focused approaches
Adults need different learning approaches than children to stay engaged and retain information.
First off, adults tend to have an internal motivation for learning. External factors motivate children, on the other hand: Parental expectations, grades, and just the fact that schooling is mandatory for children.
Inside the classroom, children are in age groups, meaning they have a similar level of knowledge and experience. This isn’t true for adult learning groups that can have people of different ages and life experiences.
Adults may also be less inclined to take instructions in education the way children are.
In general, compared to children in learning environments, adults:
Need control: Adults want to decide when, what, and how they learn
Use experience: They learn better by connecting new information to past experiences
Prefer hands-on learning: Critical thinking and practical projects work better than memorization
Seek immediate relevance: They need to understand how learning applies to real-world problems
|
Aspect |
Children (Pedagogy) |
Adults (Andragogy) |
|---|---|---|
|
Motivation |
External (grades, approval) |
Internal (job performance, growth) |
|
Experience |
Limited, similar backgrounds |
Rich, diverse backgrounds |
|
Learning Style |
Accept instruction passively |
Prefer self-direction and control |
|
Application |
Future-focused |
Immediate, problem-solving focused |
In the next section, we look at why adult learning theories are important to achieving the learning goals of your organization.
5 adult learning theories to implement
Over time, the principles of adult learning theory gave rise to many different theories on how adults learn.
Here we will look at five of them. Keep in mind, though, that there’s no such thing as one true theory of adult learning. All these different frameworks offer interesting and actionable insight into how adults learn.
When you’re building your learning programs, you’ll draw from all of them.
Theory #1: Andragogy
Andragogy is the most foundational adult learning theory. Key principles include:
Experience-based: Adults bring valuable past experiences to learning
Self-directed: Learners can guide their own learning process
Practical application: Training must connect to real-life situations
These principles apply whether you’re delivering classroom training or using a Learning Management System (LMS) for corporate programs.
Theory #2: Transformational learning
In the 1970s, Jack Mezirow developed transformational learning (aka transformative learning theory).
It’s a theory focused on changing how learners think about the world around them and how they think about themselves as well.
Transformational learning challenges assumptions through the use of learning methods such as dilemmas and real-world scenarios. This way, learners can learn something new by thinking about their preconceived notions on a subject.
Since transformational learning focuses on learning through rational thinking, it’s closer to cognitive learning theory than behavioral learning theory.
Critical thinking and questioning are essential components of transformative learning theory. Through these, learners can evaluate their beliefs and learn from their realizations.
Working to challenge one’s assumptions and beliefs is both rewarding and difficult. Transformational learning is best suited to fields such as sociology or philosophy, but companies can incorporate some elements into their training.
Namely, that it is possible to change behavior by challenging assumptions. This is an important lesson for .
If you deliver your training online, an LMS is a great tool for implementing transformational learning. Instructors can create discussion forums to encourage an open discourse and share a range of resources to challenge learners’ perceptions.
Theory #3: Experiential learning
The 1970s were fruitful years for education theories. From this period comes another adult learning theory: experiential learning.
Proposed by David Kolb, the theory states that life experiences shape adults. Therefore, the most efficient learning comes from experience, according to this theory.
Learning through experience is one of the main differences between how adults and children learn. Adult learners show a preference for learning by doing.
That’s why experiential learning is so well suited to adult education. When people are learning by doing, they also understand the benefits much more easily than when learning is purely theoretical.
Activities such as role-play and hands-on projects are the main parts of learning programs that use experiential learning as a guiding theory.
Experiential learning doesn’t have to happen in person. In fact, it works particularly well in e-learning. The best LMSs come with features to deliver and promote experiential learning in your organization. For instance, virtual role-plays for scenario-based learning.
Still, you should be aware of the limitations of experiential learning. The biggest challenge of experiential learning is accurately tracking learner metrics. Nevertheless, modern technology can help with that, such as the xAPI standard, a data specification that allows learning systems to talk to each other and track a wide range of learning activities.
Its more advanced tracking abilities interact with mobile applications, allowing it to monitor real-life training outcomes.
Theory #4: Self-directed learning
Self-directed learning is by no means a new thing. The Ancient Greeks even had a word for it—autodidacticism.
We’re going to stick with the term self-directed learning, mainly because it’s easier to pronounce.
So, the concept of self-directed learning has been with us for a long time. Famous architects, such as Le Corbusier and Tadao Ando, are so-called autodidacts, to name but a few.
It was again in the 1970s (which was the decade for education theorists) that educator Alan Tough first formalized self-directed learning as a theory and applied it to adult learning in institutions.
Today, many higher education institutions and even elementary and high schools encourage their students to do more independent study.
As per the principles of andragogy, we know that adults, in particular, like self-directed learning. Self-directed learning puts the learner in the driving seat. They set the learning objectives and the pace of the study, and they judge for themselves how well they’ve done.
Of course, your company’s training program cannot be fully self-directed; how would you measure ROI?
But, encouraging your employees to learn independently from the instructor-led material gives them a sense of autonomy and control. Even something as simple as a knowledge base with additional resources in your LMS can do the trick.
Some of the top LMSs, come with skills-based learning features that promote self-directed learning. For example, Docebo Skills uses AI to provide learners with training content to boost their soft and technical skills. Employees can choose the skills they want to develop, and the LMS does the rest.
It’s a great way to upskill employees and plug knowledge gaps in your organization, a growing priority for companies reflected in the nearly 43,900 openings for training and development specialists projected each year. Plus, as we know, most adult learning happens on the job, not when HR says so.
Theory #5: Project-based learning
Similar to experiential learning, project-based learning is all about doing. Forget about the theory and embrace getting into the nitty-gritty of things with a project.
These projects can be individual or group projects that facilitate social learning.
Educators and philosophers, such as John Dewey, championed the idea when it emerged way back in the 1900s.
Today, project-based learning is a very popular learning methodology. You can see it in schools, universities, and even companies.
The best project-based learning draws on real-world scenarios and takes into account learners’ life experiences.
Thanks to its hands-on approach, it’s another learning method that appeals to adult learners. It’s also an effective way to train employees on technical skills. For instance, they can follow a step-by-step tutorial video on how to use new software.
Up next, we’ll tell you how to apply Knowles’ five adult learning theory assumptions to e-learning.
How to apply Knowles’ 5 adult learning theory assumptions to e-learning
Knowles’ adult learning assumptions from the 1970s remain highly relevant today. By applying these principles, you create learning experiences that truly resonate with employees and drive better outcomes.
Assumption #1: Self-concept
As we get older, we become more independent. Children need a lot of instruction and react to it positively. Adults, less so.
Therefore, when you design training programs for adult learners, you should minimize instruction while maximizing self-directed learning.
One of the basic LMS features is that it can offer support and guidance just when the learners need them. So, most online courses can be pretty self-directed. Learners can choose between different modules and take quizzes in their own time.
Implementing a form of blended learning is a great way to give autonomy to adult learners. For instance, in a flipped classroom model, the learners study the theory on their own and then have discussions and projects as a group with instruction. Or, you can be fully online and have instructors available through chat and discussion forums to offer help only when needed.
Discussion and group projects that require minimum teacher supervision are also great methods to enable self-directed learning and satisfy the adult learner’s need for autonomy and control.
Assumption #2: Adult-learner experience
There’s one way in which teaching groups of children is easier than doing the same with adults. Children in the same school grade will have mostly the same life experiences.
This is not the case when you’re creating training programs for a group of workers. For example, some of them could be millennials, while others could be boomers.
As such, they’ll have different life experiences and different knowledge and competency levels in various areas. For instance, if your group skews older, a lot of gamification may not be the most effective teaching method.
It’s a good idea to survey your learners before the training program to gauge their knowledge levels and technical competencies.
Adult-learner experience goes beyond just what technologies you’ll use during the course. It will also dictate the style of the learning content. Including funny memes in presentations might work great to engage Gen Z employees, but it likely won’t do much for your employees over 40.
In brief, when designing a learning experience, always take into consideration the past experiences of your adult learners.
Assumption #3: Readiness to learn
When we are children in school, we’re not given reasons to learn. Learning is mandatory.
Of course, as we get older, we begin to realize the value of learning. Hopefully, sooner rather than later.
Adults, generally, are ready to learn if they believe that the material will be useful for their personal and professional growth and development.
To apply this to your educational content, consider including the social features of your e-learning platform. Discussion groups, online forums, etc., are a great way for your learners to have social proof of their learning.
The same goes for activities that encourage them to use social networks such as LinkedIn. Not only can they share their achievements, but they can also build their professional networks and connect with others who share the same interests.
For instance, employees can share their certificate from their latest training course and add it to their list of skills and achievements. Some LMSs, such as Docebo, allow learners to share their learning activities on social networks directly from the platform.
Assumption#4: Orientation to learning
Adults seek new knowledge when they have a problem to solve.
Younger learners accept that the material they’re learning may not be immediately useful to them. In some cases, such as with cursive writing, they accept that it will never be useful.
But mature learners are different. They need to know why they are learning something and how it will be immediately useful.
So, when you’re presenting a new training course, whether it’s product training or corporate compliance, you need to convince your learners that these things will be useful to them.
Explain how the training materials will help with the real-world situations and problems they encounter. Offer real-world examples and scenarios where the knowledge you’re offering has helped people grow professionally.
Stats are always a good idea. If you can prove that sales reps get more in commissions after they’re done with your sales training, that’s just the kind of stuff that adult learners like to hear.
If you’re using an LMS, an easy way to do this is by writing a persuasive course description. It should tell learners what will do, why they’re doing it, and how it will improve their lives.
Assumption #5: Motivation to learn
Motivation is key for adult learning. Adult learners need to know why they are learning and how it will benefit them.
Adults haven’t been in school for a long time, so structured learning doesn’t necessarily come easy to them.
Without motivation, your learning and development programs will just not be very effective at all.
This is why you must explain the reasoning behind every module and exercise. How will it help the learners work more efficiently, collaborate, and sell better?…
Take a page from the book of learning experience design: effective learning experiences are engaging and meaningful.
Being told you have to complete an e-learning course because you simply have to doesn’t spark motivation.
Remember that as children, parents and teachers expect us to learn. Our motivations are primarily external. If we don’t learn properly, we get bad grades.
But as adults, there aren’t many external motivations to take an online course. Sure, we may receive a few passive-aggressive messages from HR reminding us to take that compliance course, but that’s about it. Our motivation is internal and comes from knowing what we’re learning is meaningful and will help us in a significant way.
Time to recap everything we’ve learned.
Transform your training with adult learning principles
Understanding adult learning theory is the first step toward creating training that truly connects with your employees. By moving away from a traditional, one-size-fits-all approach, you can design learning experiences that are more engaging, relevant, and effective. When you treat your employees as capable, self-directed learners, you empower them to take ownership of their development, leading to better outcomes for both the individual and the organization. Explore why more than 3,800 companies across the world trust Docebo. Book a demo today.
FAQs about adult learning theory
What are the four principles of adult learning theory?
The four core principles are: involving adults in the planning of their learning, using their experience as a primary resource, ensuring the learning is relevant to their work or life, and structuring the training around problem-solving rather than just subjects.
What are the three main theories of adult learning?
While there are many theories, three of the most influential are Andragogy (the art and science of teaching adults), Experiential Learning (learning through experience and reflection), and Transformational Learning (learning that changes a person’s perspective).
How is andragogy different from pedagogy?
Andragogy is the method and practice of teaching adult learners, emphasizing self-direction, experience, and problem-solving. Pedagogy is the method and practice of teaching children, which is typically more instructor-led and subject-focused.
What are the five pillars of adult learning theory?
The five pillars, or assumptions, of adult learning theory are Self-Concept (adults are self-directed), Experience (adults use their experience to learn), Readiness to Learn (learning is tied to social roles), Orientation to Learning (learning is problem-centered), and Motivation to Learn (motivation is internal).
How can I measure the effectiveness of adult learning theory in my programs?
You can measure effectiveness by tracking metrics beyond completion rates. Look for improvements in on-the-job performance, conduct pre- and post-training skill assessments, gather feedback on the relevance of the content, and measure how new skills are being applied to solve business problems.
