There's nothing quite like a good adult learning theory!
What motivates people to learn? Is it curiosity or a need to know?
We stand on the shoulders of giants.
For over 100 years, educational researchers have been seeking to answer this question by developing research-based theories and models to explain how and why people learn. It’s these research-based theories and models that form the learning and development collective body of knowledge - the foundation for creating the best solutions to performance and learning needs.
Theories and models remove a lot of the guesswork, so we don't waste time and resources using a trial and error approach.
“A theory is a set of principles on which the practice of an activity is based.”
Great learning experiences don’t just happen by chance. They are based on a deep understanding of how people learn.
Here are four of my favourite adult learning theories (in no particular order).
1) Social and collaborative learning
Social learning: new behaviours can be developed by watching and imitating others. In its simplest form, social learning is learning through interactions with colleagues and peers.
Collaborative learning: involves peer-to-peer learning where learners work together to, for example, solve a problem or complete a task.
Benefits include:
Active, involved, exploratory learning.
A team approach to problem-solving while maintaining individual accountability.
Encourages diversity of thinking and understanding.
Fosters and develops interpersonal relationships.
Creates a stronger social support system.
2) Experiential learning
Developed by David Kolb in 1984, experiential learning makes the experience a central part of learning.
Experiential learning focuses on real-world practice and using real situations to help students learn to be better prepared to use their learning on the job.
Benefits include:
Improved information retention: providing opportunities for learners to immediately apply their new skills and knowledge = less forgetting.
Improved motivation: learning in experiential settings motivates and excites learners to learn.
3) Learning transfer
In learning and development, our role is to create tangible business benefits by turning learning into action so that the knowledge, skills and behaviours are applied in the workplace.
Without learning transfer, the objectives of the learning program can’t be achieved.
Three ways to increase learning transfer:
Reflection, to make the learning a more conscious process and encourage questions and critical thinking
Reinforcement and opportunities, for learners to use their new knowledge and skills on the job.
Triggered action planning, to support on-the-job performance.
“Blending asynchronous and synchronous allows us to gain the unique benefits from each modality while overcoming the unique limitations. This is a big deal.”
4) Blended learning
Blended learning brings together different learning theories, methods, modalities and time dimensions to create relevant, meaningful and contextualised learning experiences – all based on learning to be achieved and the needs of the target audience and the organisation.
Benefits include:
Higher engagement levels: increase opportunities to learn and engage.
Increased effectiveness: makes the best use of face-2-face learning time.
Saves time and money: reduces travel, venue, accommodation and catering needs.
Something for everyone: provides different modes of learning so everyone can benefit.
“How learning happens in the brain is not entirely understood. However, neuroscientists and cognitive psychologists have a very good idea about how the main processes work.”
Cognitive psychology and neuroscience
In adult learning we don’t just stay in our lane, we also reach out to cognitive psychology and neuroscience in our quest to understand how people learn:
What we pay attention to is what we’ll remember.
Working memory is not a Tardis! Our working memories have very real capacity limitations – you can’t just keep cramming more and more content in and expect it to stick. People will just become overwhelmed and nothing will stick (+ they’ll probably feel like their heads are going to explode1)
Active learning uses processes that stimulate multiple neural connections in the brain and promote memory.
Learning changes the brain. Welcome to the wonderful world of neuroplasticity, where up to 70% of our neural connections change every day.
Practice and repetition (the right kind) are needed for learning.
Up to 75% of what is learnt will be forgotten within the first 24 hours if it’s not used/reinforced (Ebbinghaus’ Forgetting Curve) = use it or lose it.
Distribute/space the learning – just offering a single block of training will not change what people know or do.
WIIFM? Meaningful = easier to remember.
Emotions - how learners feel about their learning experience affects how well they remember.
Moderate, short-lived stress is beneficial for learning, improving alertness and performance and boosting memory. The Goldilock principle - too much or not enough stress is detrimental to learning; the stress in learning needs to be just right.
What motivates people to learn? Is it curiosity or a need to know?
There is no simple answer to this question, but in the adult learning theories and models we have a solid foundation that takes the guesswork out of designing and delivering quality learning experiences.