Tools today like Articulate 360 are packed with features to make learning exciting and easier to use with templates ready to get you started quickly. But for instructional designers, it’s helpful to understand adult learning principles too, since this it’s not an automated feature of any tool.
Malcolm Knowles pioneered the study of adult learning (called andragogy) in the 1970s, identifying six adult learning principles.
Adult learning theory played a crucial role in shaping adult education as a distinct field focused on the unique needs of adult learners. Knowles distinguished andragogy from pedagogy by highlighting the differences in adult and child learners.
Andragogy is defined as both an art and science of helping adults learn, emphasizing the theoretical foundations and practical strategies for effective adult education. Unlike children, who are typically taught using traditional pedagogical methods, adults require more autonomy, relevance, and engagement in their learning experiences.
A key concept in adult learning is the adult’s self concept – their perception of themselves as responsible for their own decisions and learning.
These principles are an excellent summary of how adults learn. When designing eLearning, it is important to put yourself in the shoes of the learner. These six principles of adult learning, also referred to as the fundamental principles of adult education, distinguish how adults learn from how children learn. Two essential questions to consider are:
- ‘Who are the learners?
- ‘What will motivate them to learn?’
Principle 1: Adults are internally motivated and self-directed
According to research, “adult learners resist learning when they feel others are imposing information, ideas or actions on them”.
Adult learners like to feel a sense of control over their own learning. Online learning gives adults the choice to log on and learn at a time convenient to them. Self direction is a key trait of adult learners, as they prefer to take responsibility for their own learning process. But what if they have no freedom to navigate through the course in their own way?
We like to give learners options to move around the course freely, allowing them to set their own learning goals as part of self-directed learning. Locking down the navigation may lead to frustration and impede the learning process.
Some learners might just click through to the end without reading each screen. To address this problem, we recommend adding a Case Study or Quick Quiz at the end of each section to check their understanding. This will encourage them to go back and take a closer look if they need to. You could lock the Quiz or Test so they have to pass before progressing. For more information about navigation options, read Tom Kulhmann’s post on the Rapid E-Learning Blog.
Some clients require their team to click and read everything on a screen before progressing. This could be to meet compliance regulations. The good news is that self-directed learning is not just about navigation. If you have to lock down the navigation, there are other ways you can encourage self-directed learning.
An important guideline is to lead the learner toward inquiry before supplying them with too many facts. Facts are often presented in the form of bullet points but this may not be the best way to facilitate learning. Instead try creating a real life scenario that the student has to solve for themselves. You can supply a few facts or resources that they have to draw on to solve the problem. Then provide guidance or feedback after they have submitted a solution.
In this way the learner is motivated to learn within a meaningful context. Adults prefer to learn from their own experiences rather than theoretical concepts, making this approach particularly effective. The motivation adult learners have increases when they see learning as relevant to their own lives.
The learner has to think for themselves and remember, adults like to solve problems and think things through for themselves. It is more likely that they will remember the information if they have had to apply it to a realistic workplace scenario.
Principle 2: Adults bring life experiences and knowledge to learning experiences
Even if you do not personally know the learners you are designing for, you can be sure that as adults, they have a wide range of knowledge and experience to bring to the course. Life experience and direct experience are valuable assets in adult learning, providing a foundation for deeper understanding and engagement.
Adult learners have a greater wealth of experience than child learners, which can be leveraged to make learning more meaningful and relevant. Try to draw on this experience from time to time in the course.
When we start designing a new section in a course, we like to ask the learners a few questions to draw on their pre-existing experiences. By leveraging learners’ prior knowledge, existing knowledge, and own experiences, you are orienting them to the new topic and making the course more personal and effective.
In a recent Equal Employment Opportunity course, ‘Reflection’ boxes prompt learners to consider questions like “What does EEO mean to you?” and “Have you or someone you know experienced workplace discrimination?” This encourages personal insight and shows respect for lived experience.
Principle 3: Adults are goal oriented
Adult learners need to have a goal to work towards when undertaking online learning. Some adult learners undertake online training by choice. They already have a goal, for example to change careers or get a promotion. Other learners do an online course because their boss has told them they have to.
In both cases, adult learners like to know how they will benefit from doing the course. Adults often set their own learning goals, which can be closely tied to job satisfaction and influenced by external motivators such as salary increases, promotions, or recognition. In the first few screens they should be able to answer the question “How will doing the course make my job/life easier?”
As eLearning designers, we need to convince the learner that the course will be worth their while. Although clear learning objectives are a start, there is more that we can do. For example you could open the course with a scenario that they could realistically face in their workplace. Then ask “Would you know what to do in this situation?”.
The idea here is to identify a gap in their knowledge which helps to motivate the learner to fill the gap and acquire new knowledge. In other words, do the course!
As adult learners practice new skills, they need feedback about how they are progressing toward their goals. The timing of feedback is important: immediate feedback facilitates learning the most. The longer the interval between performance and feedback, the less likely it is that feedback will have a positive effect on learning.
In eLearning we can provide feedback to an adult learner immediately after a skill has been performed. Using a tool like Articulate Storyline , you can provide feedback by question or at a deeper level by each response.
It is also important to acknowledge goal completion. For example ‘Congratulations you passed the test’ or ‘Well done – you have completed Section One of the course’. Another option is to use gaming elements by awarding badges. Structured training programs can help adults achieve their learning goals and provide this kind of encouragement, giving the learner a sense of completion and satisfaction.
Principle 4: Adults are relevancy oriented
Adult learners are usually time-poor. Whether they are undertaking the course at work, on the train, or at home, typically there are dozens of other things they could be doing with their time. So it is important not to waste their time with unnecessary information or irrelevant screens.
To maximise relevance, focus on real world applications and real life situations that directly connect to their immediate needs. Adults learn best when the learning experience is enjoyable, so incorporating engaging and interactive elements can further enhance their learning experience.
When selecting course content, we ask “Will this help the learner achieve the course objectives?”. If the answer is yes, then it is included. If the answer is no, then it is left out. Always keep the course objectives at the forefront, you are more likely to keep on track with the most relevant course content.
In addition, adult learners want to see the relevance of what they are learning to their own experience. Always choose images that you think the learners will be able to identify with. For example if you are designing a course about Workplace Bullying for the mining sector, choose images of miners, mine sites and other environments that the learners will be familiar with. Use real world examples to illustrate key points and make the material more relatable.
Case studies also need to be relevant to the learners’ experiences. In some cases you might have to talk to a Subject Matter Expert (SME) to gather ideas for realistic workplace scenarios. The more you can relate the content to the everyday experiences of the learner, the more likely they are to see the relevance of the course and engage with the learning experience.
Incorporating problem solving activities and opportunities to perform tasks that are directly applicable to their work or life will further enhance engagement and retention.
Principle 5: Adults are practical
Adult learners like to apply newly-acquired knowledge in practical ways. They prefer to be active participants in the learning experience. That’s why there should be plenty of interactivity in eLearning courses. Quizzes, surveys, challenges, discussions, research projects – all of these practical activities help to facilitate learning.
Incorporating learning activities such as group discussions and experiential learning methods helps keep learners engaged by encouraging hands-on, collaborative, and problem-solving approaches.
The desire for interactivity is not much different from child learners—however there is one important difference: adults need to apply their newly acquired knowledge and skills in their working life. In other words, they are undergoing training that will help them in practical ways to perform their jobs more effectively. Engaging adults through practical, real-world tasks and experiential learning ensures the training is relevant and immediately applicable.
What does this mean for eLearning designers? It means you should write in a very clear, precise and direct way. Instructions must be crystal clear so learners can easily follow them. Avoid overly formal language that will only alienate the learners. Follow the principles of plain english.
Include plenty of practical advice that learners can implement immediately. Tips are an excellent way to do this. By sprinkling several practical tips throughout the course, it breaks up the content and brings the focus to a very practical level. Maybe use a Quick Tip throughout the course. It brightens up the course, by breaking up content and allows learners to follow expert advice. Provide opportunities for hands-on activities and allow learners to take control of their learning process, which increases engagement and supports self-directed learning.
Principle 6: Adult learners like to be respected
This last principle actually sums up all the six adult learning principles. Put yourself in the shoes of the learner, take care in your eLearning design, ask questions about their own knowledge and experience. Things to consider to avoid disrespecting your adult learners include restricting the navigation, repetition of warning messages, narrating on screen text word for word, poor graphic design.
‘Respect your learner’ is an excellent mantra for any trainer or instructional designer.
Adult learners learn best when the learning experience is enjoyable. By creating a respectful and engaging environment, instructional designers can foster a positive and effective learning experience.
If you’re want to learn more about using adult learning principles in eLearning then consider our eLearning Design Essentials course.
