Adult Learning and Development

Principles emerge when theory meets reality and practitioners discover what works in specific situations. Various authors have proposed principles of adult learning, with many lists overlapping or referencing the others. The common characteristics that Maehl (2000) finds in the various lists are that adults are different from youth, are capable of learning, are needs-based learners, and are complex learners.

Different from youth

Adults are different from youth and from each other based on their experience, perceptions, needs, motivations, developmental level, and other factors. Considering experience suggests that adult learners will evaluate new learning against prior learning, which will allow the learner to build on or cause the learner to be inhibited by prior learning. The learning environment should recognize and value the experience and individual worth of the adult learner, while providing opportunities to help the learner adapt to new experience. The teacher should establish a relationship of mutual respect and trust that focuses more on facilitating rather than imparting knowledge, and become actively engaged in learning to determine the approach that will best meet the needs of the individuals and groups in a class.

Capable of learning

Adults are capable of learning throughout their lives, but learning may be affected by developmental stage and other factors. The ability to learn implies that learning programs should have clear goals and sequences, while allowing the adults allow adults to take an active role in planning and evaluating their learning.

Needs-based learners

Adult learning activities are usually voluntary, driven by developing needs and life events. Considering the needs-based nature of the adult suggests that programs should be designed to allow the learner to actively engage in problem-centered learning that involves personal experience and that addresses relative issues.

Complex individuals and groups

Adults are complex individuals; individuals in a learning group tend to have highly divergent needs, but tend to learn more effectively in social settings. Considering the complexity and homogeneity of adults implies that learning programs should be flexible and adaptable enough to meet the divergent needs of individual learners, which may affect the time, place, pace, and learning modality. A positive learning environment in which the learner is a member rather than a student should provide regular and constructive feedback that continuously helps the learner to recognize the value of the learning to his or her personal experience.