Adult Learning Theories and Principles

Introduction

As discussed in Chapter 3, nontraditional learners view themselves primarily as employees and parents rather than as students when compared with traditional learners (Chen, 2014; Wirt et al., 2002). Most college and university services and curriculum were designed for traditional students, and therefore often do not work for nontraditional learners, who are juggling many different roles, and have different worldviews and priorities than younger students with fewer responsibilities (Kasworm, 2010). It is difficult for older learners who are often parents, employees, and first-generation college students to feel as if they fit in on campus. When nontraditional learners lack a sense of belonging with their peers, and do not identity as a student, it is difficult for them to integrate into the classroom (Kasworm, 2005). Moreover, they feel the traditional educational model created for traditional students does not work for them (Nelken, 2009). Therefore, it is essential that educators understand how these adults’ learning styles differ from their peers, in order to create strategies for learning that enhance nontraditional learners’ integration into campus culture (Kenner & Weinerman, 2011).

There are three primary learning styles: visual, auditory, and kinesthetic (VAK model; Pashler et al., 2008). Visual learners need to have the instructor in their field of vision, sit in the front of the classroom in order to focus on the lecture or presentation and avoid visual distractions, and often take notes to help them learn (Blevins, 2014; Pashler, et al., 2008). Auditory learners learn best from listening to lectures and from reading aloud the information. Kinesthetic learners learn through actually engaging in an activity, such as during a training session, through group work, or doing hands-on activities (Blevins, 2014). A long-held idea is that students learn better when they are instructed in their primary learning style (Dekker et al., 2012). Therefore, learners benefit when an instructor incorporates all three styles of learning in their classroom. However, some researchers believe that there is too much emphasis placed on learning styles, and that there is little evidence to support the need to present new information using an individual’s dominant learning style (Nancekivell et al., 2020).

Adults face significant barriers to education that children do not experience; this is especially true for nontraditional learners (Finn, 2011; Goncalves & Trunk, 2014). The most common barriers include childcare, finances, and time constraints. These barriers and responsibilities create unique backgrounds for nontraditional learners that are not shared by children or even traditional college students; this provides instructors an opportunity to create a bridge between what is being learned in the classroom, and their adult learners’ experiences and backgrounds. Nontraditional learners are especially motivated by intrinsic factors, such as satisfaction and pleasure from learning, as opposed to the extrinsic factors that motivate many traditional students (Bye et al., 2007; Quiggins et al., 2016; Shillingford & Karlin, 2013).

As the number of nontraditional learners in higher education continues to increase, instructors will need to understand the best adult learning models to fit their needs. Chen (2014) found that courses that implement adult learning principles are effective for teaching nontraditional learners. Nontraditional students learn better and are more motivated when they are allowed to use their experiences in the classroom, and relate what they are learning to their personal experiences (Gouthro, 2019). This chapter will examine the history of adult learning theories, the development of several current models, and the implementation of teaching strategies based upon those models. The focus is on how to utilize these models to increase motivation, engagement, and success, and decrease educational barriers, in nontraditional learners.