Are you trying to design learning experiences grounded in best practices and proven strategies? Do you want to be more learning-centric? I’ll share several adult learning theories and give some suggestions for applying the theories to a case study.
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Part I: Adult Learning Principles
Part I: Adult Learning Principles
Adult learning has been the subject of significant research, and many theories and models exist to explain how adults learn. The focus here will be on andragogy, self-determination, ARCS, and cognitive load.
Andragogy: how adults learn
Andragogy: how adults learn
Andragogy, popularized by Malcom Knowles, is sometimes simply called adult learning. Andragogy includes six assumptions about adult learners.
1. Need to know: adults have an innate desire to know why they are learning what they’re learning. Designs should state the reasons for the learning experience upfront.
Example: show how learning objectives connect to learners’ performance expectations.
2. Self-directed: think about times in your own life when you needed or wanted to learn something. You probably searched for answers online or asked someone knowledgeable that you trusted. Tap into this innate self-directedness of adult learners. It can be helpful to think of self-directed learning in stages in order to customize the experience for the audience or workplace.
Examples: individual research and information synthesis; goal setting and self-evaluation.
3. Experience: adults bring a wealth of life experiences to the workplace. Learning environments should be designed to allow learners to share and apply their experiences.
Example: involve learners in the learning design process; tailor content to learners’ experiences.
4. Readiness to learn: the learning should be relevant to the learners. Environmental factors should also be conducive to learning.
Example: training is provided at times when the learner can focus on the learning.
5. Problem-centered: the learning experience is designed to solve real-world problems the learners encounter on the job.
Example: case studies; task-based activities.
6. Motivation: the best way to engage learners is through intrinsic motivation, such as self-improvement. Extrinsic motivation, such as receiving recognition or rewards is also appropriate, especially for short-term improvements in performance.
Example: help connect the learning to learners’ individual performance goals; provide recognition.
Self-determination: autonomy, competence, relatedness
Self-determination: autonomy, competence, relatedness
Another effective way to get the most out of a learning experience is to help learners with their natural inclination to make their own decisions. This is where self-determination theory (SDT) comes into play, which is a theory of motivation first presented by Richard Ryan and Edward Deci. SDT helps with designing the conditions for performance and has three dimensions:
Autonomy: the learning should be meaningful and should allow learners to make choices. Learners shouldn’t feel micromanaged.
Example: learners come up with their own case studies or research projects.
Competence: learners should feel successful and knowledgeable as a result of the learning. By becoming more competent, learners’ motivation to continue learning increases.
Example: learners are given opportunities to apply the things they learn, such as demonstrations or teach backs.
Relatedness: learners should feel that they matter to others.
Example: learners share and help each other during the learning experience.
ARCS: attention, relevance, confidence, satisfaction
ARCS: attention, relevance, confidence, satisfaction
Applying John Keller’s ARCS elements to learning experiences is a great way to increase learner engagement:
Attention: gain the learners’ attention for the learning experience. An effective way to do this is through emotion.
Example: sharing a moving real-world story.
Relevance: the learning should be relevant to the learners’ jobs.
Example: leadership training for managers; align learning to career or performance goals.
Confidence: learners are confident that they can perform as a result of the learning .
Examples: evaluations; self-reported behavior change
Satisfaction: learners are satisfied with the learning experience.
Example: reaction surveys.
Cognitive load
Cognitive load
Cognitive load is the idea of not overburdening learners with information. You’ve experienced cognitive load if you have been in a training or taken a course where there was simply too much information in too short of a timeframe to remember most of it. Learning designs need to ensure that learners are challenged, but also that there isn’t too much content to cause learners to forget.
Part II: Learning Experiences
Part II: Learning Experiences
Imagine your organization is implementing a new software application that impacts processes, systems, and workers. What could a learning experience that applies the adult learning principles discussed above look like? Let’s consider a blended learning approach.
Importantly, it is possible to apply most adult learning principles to learning experiences. This case study serves as an example showing how some experiences can align to some principles. The experiences could be sequenced in any number of ways. For example, learners may complete self-paced training before, during, and after the instructor-led training. Likewise, performance support can be provided throughout the learning journey.
Be mindful that organizational factors, such as budget, resources, and design requirements impact the ability to design different learning experiences.
Learning Experience
Instructor-led training
Before the classroom training, the learning experience designer (LXD) talks to learners to understand their goals and interests and connects the learning to these, helping motivate learners. The training starts with gaining learners’ attention with an emotional reason for the change. This helps learners understand why they need to know the content and engages them with the learning. Learners complete relevant and problem-centered case studies, making them feel competent and confident. They are able to relate to other learners and leave the training satisfied with the experience.
Learning Principle
Andragogy
✔ Need to know
Self-directed
Experience
Readiness to learn
✔ Problem-centered
✔ Motivation
Self-determination
Autonomy
✔ Competence
✔ Relatedness
ARCS
✔ Attention
✔ Relevance
✔ Confidence
✔ Satisfaction
Cognitive load
Self-paced training
Adults are naturally self-directed in their learning, so the LXD designs different self-paced training (videos, eLearning, articles, etc.). Additionally, learners are encouraged to find and share resources that they find helpful. Learners feel a sense of autonomy and self-directedness because they choose when and what to learn. Because they are learning on their own time, they are learning when they are ready to do so. Since the training is spread out over time, cognitive load is reduced.
Andragogy
Need to know
✔ Self-directed
Experience
✔ Readiness to learn
Problem-centered
Motivation
Self-determination
✔ Autonomy
Competence
Relatedness
ARCS
Attention
Relevance
Confidence
Satisfaction
✔ Cognitive load
Group Learning
The LXD designs group learning to help learners share their experiences during problem-centered group work. Learners feel a sense of belonging, or relatedness. Since the group work is relevant to the real-world, learners feel confident that the knowledge they gain will help them be successful. Learners build competence by working together to find the best solution to an issue. Additionally, unstructured or open-ended problems enable learners to be autonomous because they need to decide how to find a solution.
Andragogy
Need to know
Self-directed
✔ Experience
Readiness to learn
✔ Problem-centered
Motivation
Self-determination
✔ Autonomy
✔ Competence
✔ Relatedness
ARCS
Attention
✔ Relevance
✔ Confidence
Satisfaction
Cognitive load
Performance Support
Learning is a journey, so the LXD designs performance support (job aids, forums, digital adoption platforms, etc.) to help learner in the flow of work. Learners are self-directed and ready to learn when they use performance support because they actively seek out the information. The LXD specifically designs performance support for complicated problems learners encounter on the job. For this reason, the support is relevant and helps users be competent. Performance support also innately takes the burden off remembering, helping with cognitive load.
Andragogy
Need to know
✔ Self-directed
Experience
✔ Readiness to learn
✔ Problem-centered
Motivation
Self-determination
Autonomy
✔ Competence
Relatedness
ARCS
Attention
✔ Relevance
Confidence
Satisfaction
✔ Cognitive load
In summary
In summary
It is important for learning professionals to understand how adults learn, what motivates them, and the role of cognition so that the learning can have maximum impact. By applying evidence-based learning principles to learning experiences, learning professionals can design solutions that lead to improvements in performance and increased learner engagement.
References
References
Bleich, Corey. (2021, April 16). Your guide to cognitive load theory and learning. eLearning Industry. https://elearningindustry.com/guide-to-cognitive-load-theory-and-learning
Carr, L. L. (2017, March 30). The Four Stages of Self-Directed Learners. Faculty Ed Solutions. Retrieved December 4, 2021, from https://facultyedsolutions.org/four-stages-self-directed-learning/.
Cochran C, Brown S (2016) Chapter: Andragogy and the adult learner. 73-84. In Flores K, Kirstein K, Schieber C, Olswang S, Supporting the success of adult and online students. Createspace; Seattle.
Finlay, Janet (2010, May 17). Andragogy (adult learning) [Video]. YouTube. https://www.youtube.com/watch?v=vLoPiHUZbEw
Keller, J.M. Development and use of the ARCS model of instructional design. Journal of Instructional Development 10, 2 (1987). https://doi.org/10.1007/BF02905780
Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. Association Press.
Öhman, A., Flykt, A., & Esteves, F. (2001). Emotion drives attention: Detecting the snake in the grass. Journal of Experimental Psychology: General, 130(3), 466–478. https://doi.org/10.1037/0096-3445.130.3.466
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Jossey-Bass.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: The Guilford Press.
Rigby, C. S.; Ryan, R. M. (2018). Self-determination theory in human resource development: New Directions and practical considerations. Advances in Developing Human Resources, 20(2), 133–147. https://doi.org/10.1177/1523422318756954
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