Adult education may occur in the workplace, at a secondary school, in an adult learning center at universities or at community colleges. Over the past few decades, researchers have found that adult pupils are very different from children in how they learn and what they need from an instructor. This collective body of research is known as the “adult learning theory.” Many well-known psychologists have written on this topic, which has recently come into the spotlight since so many male and female adults are looking to further their education, acquire new computer skills and advance in the workforce.
The first adult learning styles writings were published by adult learning theory pioneer David Kolb in 1984. He argued that there are four distinct learning styles: Diverging, Assimilating, Converging and Accommodating and that there are also four phases for each style, which are Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. “Divergers” are sensitive and emotional, prefer to watch rather than do, enjoy brainstorming and information gathering, and are receptive to feedback. “Convergers” love technical tasks and problem solving, can easily apply practical uses for theories, are less interested in social-personal issues, and like simulations or new ideas. “Assimilators” need clear explanations and logical reasoning, they’re good at organizing data, they are less focused on people and more interested in abstract concepts, and they like readings and analytical models to further their understanding. Lastly, “Accommodators” are hands-on and intuitive, they like to use other people’s experiences, they love new challenges and experiences, they like working in teams and they prefer to work in the field. Once new information has been absorbed, adults will then make observations based on their experiences, create concepts and actively test these concepts in the real world.
In 1991, Stephen Lieb, technical writer for the Arizona Department of Health Services and part-time instructor at the South Mountain Community College, wrote about his view of adult learning theory. He said that, “Compared to children and teens, adults have special needs and requirements as learners.” He points to adult learning pioneer Malcolm Knowles, who posited that adults need to direct themselves, with teachers acting more as guides. Also, since adults bring their own knowledge and experience to the table, these experiences must be respected and utilized to increase the relevance of study. Unlike children, adults are extremely goal-oriented, so the adults group should follow a course that logically shows the progression of how each concept or course helps lead them to their end goals. Adults must also see how the concepts they study apply to the real world, since they seek both relevancy and practicality.
In Howard Gardner’s adult learning theory of “Multiple Intelligences,” he purports that not every individual learns the same way. The underlying assumption is that perhaps many students fall behind in school because so much emphasis is placed on reading-and-instant-absorption, which is not how all students learn best. He says there are visual learners who like maps, charts, pictures, videos and movies; there are verbal learners who like words, story telling, humor, writing and speaking; there are logical learners who use reason, numbers, patterns, logic and experiments; there are kinesthetic learners who use space, movement, touch, coordination and their environment; there are musical learners who think in sounds, rhymes and patterns; there are interpersonal learners who use verbal communication, body language and empathy; and there are intrapersonal learners who use inner thoughts, feelings, dreams and intuitions. Of course, not all female and male adults fall into just one intelligence style. They may exhibit a combination approach as well, but this style will affect how people learn, understand, remember and choose a suitable career path.
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