The Most Relevant Adult Learning Models for eLearning: A Guide for Educators and Designers

Adult learning, often referred to as andragogy, is distinct from the ways children learn. Adults bring life experiences, motivations, and practical needs to their learning experiences, which shapes how they engage with educational content. In the realm of eLearning, understanding and applying effective adult learning models is crucial for creating engaging, relevant, and impactful courses. This blog post explores some of the most relevant adult learning models for eLearning and how they can be applied to optimize learning outcomes.

1. Andragogy: The Art and Science of Adult Learning

Overview: Developed by Malcolm Knowles in the 1970s, andragogy is perhaps the most well-known framework for adult learning. Knowles proposed that adults learn differently from children, with distinct characteristics that should inform instructional design.

Key Principles:

• Self-Directed Learning: Adults prefer to take control of their learning process, choosing what, when, and how they learn.

• Experience: Adults bring a wealth of experience that they use as a resource for learning. Instruction should therefore connect new information to their existing knowledge.

• Readiness to Learn: Adults are motivated to learn when they perceive that the knowledge will help them solve real-world problems.

• Orientation to Learning: Adults are more focused on practical, problem-centered learning rather than content-centered learning.

• Intrinsic Motivation: While external factors like promotions or certifications can motivate adults, intrinsic motivators such as personal growth or the satisfaction of learning something new are often more powerful.

  
  

Application in eLearning:

• Personalization: eLearning platforms can offer personalized learning paths, allowing adults to choose topics based on their interests and needs.

• Case-Based Learning: Incorporate case studies and real-world scenarios that relate to learners' experiences, making the content more relevant and engaging.

• Interactive Elements: Use simulations, problem-solving exercises, and discussion forums to facilitate self-directed and experiential learning.

2. Transformative Learning Theory

Overview: Proposed by Jack Mezirow in the late 20th century, Transformative Learning Theory focuses on how adults change their perspectives through critical reflection and dialogue. The theory suggests that learning is not just about acquiring knowledge but also about transforming one’s worldview.

Key Principles:

• Critical Reflection: Learning occurs when adults critically reflect on their beliefs, assumptions, and experiences.

• Disorienting Dilemmas: Learning is often triggered by events that challenge existing beliefs, leading to new ways of thinking.

• Rational Discourse: Dialogue with others helps adults test new perspectives and solidify their transformed views.

Application in eLearning:

• Reflection Activities: Integrate reflective activities such as journals, discussions, and quizzes that prompt learners to question their assumptions and think critically.

• Scenario-Based Learning: Present learners with complex, real-life scenarios that challenge their existing beliefs and require them to apply critical thinking skills.

• Collaborative Learning: Facilitate online forums, peer reviews, and group projects that encourage dialogue and the exchange of ideas among learners.

3. Experiential Learning Theory

Overview: Developed by David Kolb in the 1980s, Experiential Learning Theory emphasizes learning through experience. According to Kolb, learning is a cyclical process that involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

Key Principles:

• Concrete Experience: Learning begins with an experience that serves as the foundation for reflection.

• Reflective Observation: Learners reflect on the experience, observing what happened and why.

• Abstract Conceptualization: Learners develop theories or concepts based on their reflections.

• Active Experimentation: Learners test these concepts in new situations, leading to new experiences and continued learning.

  
  

Application in eLearning:

• Simulations and Virtual Labs: Provide learners with virtual simulations where they can engage in hands-on activities, experiment, and learn from the outcomes.

• Interactive Case Studies: Design case studies that require learners to go through the cycle of experiencing, reflecting, conceptualizing, and experimenting.

• Reflection and Feedback Loops: Create opportunities for learners to reflect on their actions within the eLearning environment and apply feedback to improve future performance.

4. Self-Determination Theory (SDT)

Overview: Self-Determination Theory, developed by Edward Deci and Richard Ryan, focuses on the motivation behind choices people make without external influence. It emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation and engagement in learning.

Key Principles:

• Autonomy: Learners need to feel in control of their learning process.

• Competence: Learners are motivated when they feel capable and effective in their learning activities.

• Relatedness: Learners seek meaningful connections with others in the learning environment.

  
  

Application in eLearning:

• Adaptive Learning Systems: Implement adaptive learning technologies that allow learners to make choices and follow personalized learning paths, enhancing their sense of autonomy.

• Skill-Building Activities: Incorporate activities that progressively build competence, such as quizzes, badges, and mastery-based learning modules.

• Social Learning Platforms: Use social features like discussion boards, group projects, and peer feedback to foster a sense of community and relatedness among learners.

5. Connectivism

Overview: Connectivism, proposed by George Siemens and Stephen Downes, is a learning theory for the digital age. It suggests that learning occurs across networks of information and people, emphasizing the importance of connections and the ability to navigate and make sense of complex information.

Key Principles:

• Networked Learning: Learning is distributed across a network of connections and can happen in diverse, often non-linear ways.

• Knowledge Sharing: Knowledge is constantly evolving, and the ability to find and apply information is more important than memorizing facts.

• Digital Literacy: Learners need skills to effectively navigate, evaluate, and synthesize information from various digital sources.

Application in eLearning:

• Social Media Integration: Incorporate social media tools and online communities to facilitate knowledge sharing and collaboration.

• Curated Content: Provide learners with access to a wide range of resources and encourage them to explore, connect, and curate information that is relevant to their learning goals.

• Peer Learning Networks: Facilitate peer learning through collaborative projects, discussions, and knowledge-sharing platforms where learners can build and extend their networks.

Conclusion: Choosing the Right Model for eLearning

Understanding and applying these adult learning models can significantly enhance the design and effectiveness of eLearning programs. Whether you are creating a course for corporate training, professional development, or personal enrichment, aligning your instructional strategies with the principles of these models can lead to more engaging, relevant, and impactful learning experiences.

By recognizing the unique characteristics of adult learners—such as their need for autonomy, relevance, and practical application—educators and instructional designers can create eLearning environments that not only convey knowledge but also transform the learner’s perspective, build essential skills, and foster lifelong learning.

References:

1. Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.

2. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.

3. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.

4. Mezirow, J., & Associates. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. Jossey-Bass.

5. Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning.