Adult Learning

Theories & Application

Lau Kam Yan

School of Midwifery
HA
Learning is …
“ a lifelong, dynamic process that begins
at birth & does not cease until the end of
life“
“ a relatively permanent change in the
mental processing, emotional functioning,
& behavior as a result of experience”
Domains of learning
• cognitive, psychomotor, affective
Developmental aspects in young adults
Physical
• Optimal functioning capacity
• Capable for performing psychomotor skills
Cognitive
• Accumulate knowledge & skills from previous experience
• Generate experiences to new situations
• Interest of learning is based on the application
Psychosocial
• Intimacy Vs isolation
• Establish a trusting, satisfying & permanent relationship
• Establish commitments
Characteristics of adult learner
In a continuous process of learning &
growth
Learn for own personal reasons and
motivation
Have a set of experience and value
Have competing interests
Have established pattern of learning
What are learning theories?
Provide framework for studying the
process associated with learning

They try to answer questions about the

key elements of learning

They are numerous & different

philosophies; no single theory can provide
answers to all questions
Behavioral learning theory
Learning is controlled by stimulus-response
• Key theorists
• Classical conditioning (Ivan Pavlov)
• Operant conditioning (B.F. Skinner)

Purpose of teaching
• Produce behavioral change in desired direction
Application of behavioural theory
Learner is passive
Stimuli in the environment can produce
change in behaviour
Learn through practice
Reinforcement is the key principle
Cognitive learning theory
Learning is affected by internal
perception, thought processing
Learner is actively involved
“Insightful learning”
• Flash of inspiration  solution of a
problem
• A result of previous experience
• Reorganization of experiences into
systematic & meaningful pattern
Application of cognitive theory
A bridge must be formed between what
the learner already knows & the new
information to be encountered

Apply the previous experience to current

learning
Social learning theory
Learning is affected by external role
models, perceived reinforcement along
with learner’s internal influences

Application of theory
• Learn best from someone they respect
& trust
• Teacher as role models & encourage
perception of reinforcement
• Be careful in choosing the role models
Humanistic learning theory
Concerned with human growth, individual
thought, feeling & experience
Emphasis on the importance of the “Self”
• Self direction, empowerment, learner
autonomy
Key theorists
• Abraham Maslow - Hierarchy of Needs
• Carl Rogers – Learner-centered approach
Maslow’s Hierarchy of Needs

Motivation of learning is derived from

each person’s need
Attaining level of needs from low to high
The process is not static or constant

Purpose of teaching
• Assist individual to achieve self-
actualization
Hierarchy of Needs
Learner centered approach
Learner is free to engage in self-initiate,
self-reliant learning that is motivated
out of a self-actualizing tendency
Teacher as a facilitator & resources
provider, rather than the conveyor of
information
Purpose of teaching
• assist the learner to become a fully
functioning person
Application of humanistic theories
Provide a physical comfort &
psychologically safe learning environment
Learning motivated by curiosity, present
problems or challenges
Involve learner in decision making for
teaching
Theory of Andragogy (Knowles, M)

The art & science of teaching adults

Explain adult’s motivation & disposition to
learning

Pedagogy
• The art & science of teaching children
Assumptions of adult learning
Adult are independent & self directing
They have accumulated a great deal of
experience, which is a rich resources for
learning
They value learning that integrate with the
demands of their everyday life
They are more interested in immediate,
problem centered approaches than in subject
centered one
They are more motivated to learn by internal
drives than by external one
Andragogy Vs Pedagogy
Assumptions Andragogy Pedagogy
need to know:
Learn what they
Learner’s need
are taught in order
to know
to pass tests

Dependency;
Concept of
controlled by
learner
for learning teacher
Role of
Of little value,
learners’
gains from teacher
experience
Andragogy Vs Pedagogy
Assumptions Andragogy Pedagogy
Develops from: Dependent upon
Readiness to
what teacher
learn
wants
Orientation Subject–
to learning centered
Internal incentives External
Motivation rewards or
punishment
Experiential learning theory (David
Kolb)
Learning is a cumulative result of past
experience
Experiential learning theory
Concrete experience
• Learner lives a concrete experience
Reflective observation
• Observe & reflect on concrete experiences
from different perspectives
Abstract conceptualization
• Forms abstract concepts & generation
Active experimentation
• Asses the implication of new concepts in new
situation
Application of learning theories
Teaching should be learner-centered
Learns should be actively participate
Learner should have clear goals & objectives
Contents should be relevant & useful to
learner’s real life
Contents should be connected to experience
& previous knowledge
Provide opportunity to practise new skills
Application of learning theories
Role of teacher change from being a
“transmitter” of knowledge to a “facilitator”
Immediate feedback & correction of
misconception to increase learning
motivation
Reinforce the desired behaviour to enhance
the learning
Use a variety of learning activities to meet
different learner styles
Visual, auditory and kinesthetic
learning styles
Visual learner
• Learning from what can be seen, e.g.
diagram, pictures, handouts, film
Auditory learner
• Learning from listening, spoken word of
self or others
Kinesthetic learner
• Learning from “ act of doing”, hands-on
experience by touching, feeing & handling
 Kolb’s learning style inventory
(Feeling)

Accommodator Diverger
(Watching
Listening)
(Doing)
Converger Assimilator

(Thinking)
1. Diverger

View situations from many points of

view
Like to observe, gather information &
gain insights rather than take action
Have active imaginations, enjoy being
involved & sensitive to feeling
Learn best by concrete experience and
reflective observation
2. Assimilator

Have ability to understand large amount

of information by putting it into concise
& logical form
Good at inductive reasoning
Learn best by abstract
conceptualization and reflective
observation
3. Converger
Able to use specific solutions for
problem-solving
Prefer technical tasks rather than
dealing with social & interpersonal
issues
Learn best by abstract
conceptualization & active
experimentation
4. Accommodator
Act on intuition & gut feeling rather
than on logic
Like to explore all possibilities
The most challenging learner demanding
new & exciting experiences
Learn best in situation where they need
to accommodate and adapt to the
specific circumstances by concrete
experience and active experimentation
Learning activities
Affective domain
Cognitive domain
• Lecture • Group discussion
• Group discussion • Role plays, games
• Demonstration • Role modeling
• Practice • One-to-one
• Simulation instruction
• Games Psychomotor domain
• Role modeling • Demonstration &
return demonstration
• Self-instruction
• One-to-one • Simulation
instruction • Role modeling
 Comparisons of learning activities
Learner Teacher
Methods Advantage Limitation
role role
Lecture Passive Present Cost effective; Not meet
information targets large individual
group needs
Group Active Guides & Stimulate Shy or
discussion focuses sharing ideas, dominant; 
discussion immediate level of
feedback diversity
One-to- Active Present Tailored to Labour
one information individual need intensive, less
coaching & facilitates & goals collaborative
learning
 Comparisons of learning activities
Learner Teacher
Methods Advantage Limitation
role role
Demonstr Passive Models skills Preview of Small group
ation or behavior exact needed to
skill/behavior facilitate
visualization
Return Active Individual Immediate Labour
demonstra feedback to feedback & intensive &
-tion refine the guidance time
performance consuming
Role play Active Design Develop Trigger
format, understanding unpleasant
debrief of others memories &
feeling
 Comparisons of learning activities
Learner Teacher
Methods Advantage Limitation
role role

Simulation Active Designs Practice Labor

scenario, reality in safe intensive,
facilitator setting equipment
costs
Games Active Supervise Capture Competitive
pacing, learner environment
referees, enthusiasm
debrief
Self- Active Designs Self-paced, Self-
instruction package, cost effective discipline
periodical
feedback
Effective teaching strategies
Assess the leaning goal & need
Organize contents from simple to complex,
concrete to abstract
Create a comfort & supportive learning
environment with mutual communication
Arouse interest & attention – effective
questioning skills
Provide opportunity for active practice or
discussion
Effective teaching strategies
Use appropriate & effective teaching aids
Presentation skills
• Clear & clarify
• Enthusiasm
• Right pacing & timing
• Adequate voice
• Uses of effective teaching aids
• Sense of humor
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