ADULT

LEARNIN
G
THEORY
ANDRAGOGY

Prepared by Group 1
 GROUP 1
MEMBERS ABAIZ, STEPHANIE GWEN S.
Abraham, Rowena S.
TEAM

A b u l a r, A l v i n C .
Beltran, Mary Joy R.
C a s u n g c a d , J o a n n e T.
Centeno, Alewelyn O.
Chuatingco, Roletta M.
D ay a , M a r i e N e l s i e A .
D i e z m o , M ay l a I .
Echano, Imelda A.
Ella, Lovella S.
E n c i n a s , H e l e n V.
Ty c h i n g c o , A i l e e n P e a r l S .
INTRODUCTIO
N
H ave you ever wondered why
adults learn differently from
children? Unlike kids who rely
on structured lessons, adults
bring life experiences, self-
motivation, and a strong need
for relevance in their learning.
This is where Andragogy, or
the theory of adult learning,
comes in.
 MALCOLM
KNOWLES
Malcolm Knowles is known as the father of
Andragogy, the theory of adult learning. He
emphasized that adults learn differently from
children, highlighting key principles such as
self-direction, experience-based learning, and
intrinsic motivation. His work has greatly
influenced how educators and trainers design
learning experiences for adults, making
education more practical and engaging.
W H AT I S A D U LT
LEARNING
T H E O RY ?
 ANDRAGOGY
Andragogy is the theory and practice of adult learning,
introduced by Malcolm Knowles. Unlike traditional
teaching methods designed for children, Andragogy
focuses on how adults learn through experience, self-
direction, and practical application. Adults prefer learning
that is relevant, problem-centered, and immediately
useful in their personal or professional lives. This
approach recognizes that adult learners are motivated by
internal factors like career growth, personal development,
and real-world application. Throughout this discussion, we
will explore the key principles of Andragogy and how they
shape effective adult education.
 Self-
Concept
Adult
Learner
ASSUMPTIONS Experience
OF ADULT Readiness to
LEARNING Learn
THEORY Orientation of
Learning

Motivation to
Learn
 SELF-
CONCEPT
 SELF-CONCEPT

As we grow older, we shift from being

dependent to being more independent.
Therefore, how we prefer to learn changes
from being instructor-led to a more self-
directed approach.
 A D U LT
LEARNER
EXPERIENCE
 ADULT LEARNER
EXPERIENCE

Adults have lots of experience from which

they draw knowledge and references. We
can take from these experiences and learn
from them.
R E A D I N E SS T O
LEARN
 READINESS TO LEARN

Adults want or are ready to learn when

there is a reason, such as when it’s
directed towards growth and development
related to their work.
O R I E N TAT I O N
OF LEARNING
 ORIENTATION OF LEARNING

As adults, we want what we are learning to

be actually applicable to our everyday
lives, instead of being general learning
about a subject. We want to learn practical
skills that help us solve problems and work
better.
M O T I VAT I O N
TO LEARN
 MOTIVATION TO LEARN

As children, we learn because of external

factors, like parents and teachers.
However, as adults we want to learn for our
own reasons, for example, to progress in
work or to boost self-esteem.
 4 PRINCIPLES OF
ANDRAGOGY

When it comes to learning, adults want or Memorizing facts and information isn’t the
need to be involved in how their training is right way for adults to learn. They need to
planned, delivered, and executed. They want solve problems and use reasoning to best
to control what, when, and how they learn. take in the information they are being
presented with.

Adults gain more when they can pull past Adults want to know “How can I use this
experiences into the learning process. They information now?”. What they are learning
can draw on what they previously know to needs to be applicable to their lives and be
add greater context to their learning. implemented immediately.
 A P P LY A D U LT
L E A R N I N G T H E O RY
TO YO U R
C O R P O R AT E
LEARNING
 Many instructional design
ANALYZE YOUR methodologies, like ADDIE,
LEARNING WITH THE have an analysis phase.
THEORY IN MIND
Within this, you analyze
everything from who, what,
when, and where to how. This
is also a perfect time to
consider how andragogy
applies.
At this stage, you should
assess how previous training
performed and whether it may
or may not have fitted into the
framework. Also ask how you
can plan out the practical
 As mentioned above, adults
COLLABORATE ON like to be involved in every
THE LEARNING stage of their learning, so
YOU’RE PROVIDING
involve them as much as
possible. For example, with
employee training, before you
develop courses ask what
they actually want to learn
and how they would like to
learn.
During learning, encourage
collaboration, opinions, and
discussions with other
learners and instructors.
Then, once training is
 In the past, corporate learning
ENABLE SELF- has often been a mandatory
DIRECTED activity done at a certain
LEARNING
time. Now with technologies
like an LMS, you can create a
much more self-directed,
independent learning
environment for your adult
learners.
You can allow them to train
when and where they want,
offer them a selection of
courses that they can choose
to enroll in and enable them
to have their own distinct
 As the theory states, adults
USE REAL-WORLD like to know how the training
LEARNING will have an immediate
EXAMPLES
application and benefit for
them. So, when creating your
course content, inject it with
as many real-world examples
as possible.
If you’re training your
customer on
how to use your product, walk
them step-by-step through a
workflow they will actually be
using and explicitly state how
and why they would use it. For
 Since adults prefer problem-
LET YOUR solving over just the facts,
LEARNERS FIGURE when creating content it’s a
IT OUT
good idea to not just lay out
THEMSELVES
all the answers straight away.
Why not get creative instead
and build courses that get
your learners’ brains going?
You can do this in a few simple
ways, including adding
assessments and simulations
that outline specific problems
a learner might actually
encounter, and then getting
your learners to use their
 Adult Learning Theory has so
EXPERIMENTATION many practical uses for your
IS KEY corporate learning. But, as
always, the key to great
learning is to experiment and
test. Take pieces of the theory
and apply it to your employee
or customer training and see
how it improves your learners’
experience.
 Andragogy highlights the unique ways
adults learn, emphasizing self-direction,
experience-based learning, and
motivation. Unlike children, adults seek
knowledge that is immediately relevant
and applicable to their personal and
professional lives. By understanding and
CONCLUSIO applying these principles, educators and
trainers can create more effective,
N engaging, and meaningful learning
experiences for adults. As we continue to
embrace lifelong learning, Andragogy
serves as a guide in making education
more impactful and suited to the needs
of adult learners.

Reference:
https://www.learnupon.com/blog/adult-
learning-theory/
THANK
YOU