Adult learning theory is a fairly new concept that came about in the nineties as more and more adults began requiring additional schooling or training adult learning. Certain changes in society increased the need for teachers trained in teaching adults. For instance, working adults may suddenly need to take computer courses to adapt to a changing workplace. With the increased job competitiveness and importance of seeking higher education, a number of high school drop-outs have decided to return to school to complete their GEDs or possibly seek college courses for the first time. Immigrants may need to take English-as-a-Second-Language courses to advance their careers and become more integrated into a new society. For all these reasons, it is important that instructors know how to communicate with this emerging class of pupils.
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.
Many subsequent theories define adult learning theory further by attempting to classify personality types. For instance, Carl Jung spoke about “introverts” and “extroverts,” which reveals how a person is comfortable adapting to the world. The Myers-Briggs Personality Test examines different personality types like ENFP, INTJ, etc. Researchers Honey & Mumford talk about “activists,” “pragmatists,” “theorists” and “reflectors.” Lastly, Howard Gardner talks about how adults learn faster by different methods — whether it’s by sight, sound, touch, spatial reasoning or interpersonal modes. This theory is called “Multiple Intelligences Theory,” which has recently helped numerous adults achieve levels of competency they never thought possible.
Adult learning theory takes into account that different people learn most effectively by different methods. For instance, a visual-spatial learning student can look at a map and remember all the geographic information on it. By contrast, a verbal learning student would need to read a book describing where things are located and providing some context for the locations to grasp the concepts. Musical learners often use mnemonic devices to remember data, whereas logical learners would use a mathematical formula or pattern to recall. Researchers have found that taking these differences into consideration and modifying teaching styles has had tremendous success in treating ADHD in adults and individuals with perceived adult learning disabilities.
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