Adult Learning Theory Course

Lesson 1 • Comparing Major Learning Theories

Surveys behaviourism, cognitivism, constructivism, and humanism as they apply to adults. Equips learners to select appropriate theory for specific instructional contexts.

Lesson 2 • Defining Adult Learning and Andragogy

Contrasts pedagogy and andragogy, introducing Knowles's six assumptions. Anchors the chapter by establishing why adult-specific theory matters for practice.

Lesson 3 • Core Assumptions About Adult Learners

Examines autonomy, experience, and problem-centred orientation as defining adult traits. Connects these traits directly to instructional design decisions.

Lesson 4 • Applying Theory to Real Workplace Contexts

Bridges abstract theory to practical instructional scenarios in professional settings. Reinforces chapter concepts through applied case analysis.

Lesson 1 • Social and Cultural Influences on Learning

Explores how identity, culture, and social roles shape adult learning behaviour. Prepares designers to build culturally responsive instructional environments.

Lesson 2 • Emotional Factors and Psychological Safety

Addresses anxiety, self-efficacy, and trust as determinants of adult engagement. Equips facilitators to create emotionally safe learning environments.

Lesson 3 • Motivational Profiles of Adult Learners

Distinguishes intrinsic, extrinsic, and goal-oriented motivation patterns. Connects motivational profiling to engagement strategy selection.

Lesson 4 • Cognitive Changes Across the Lifespan

Examines fluid vs. crystallised intelligence and processing speed shifts in adults. Informs design choices that accommodate age-related cognitive variation.

Lesson 1 • Motivational Theories Applied to Adults

Covers Maslow, Herzberg, and self-determination theory as applied to adult learning contexts. Provides a comparative framework for selecting motivational strategies.

Lesson 2 • Barriers to Adult Participation and Engagement

Categorises situational, institutional, and dispositional barriers using Cross's framework. Enables designers to proactively remove participation obstacles.

Lesson 3 • Memory, Spacing, and Retrieval Practice

Applies cognitive science of spaced repetition and retrieval practice to adult training. Translates neuroscience findings into actionable instructional sequencing.

Lesson 4 • Keller's ARCS Motivational Design Model

Applies Attention, Relevance, Confidence, and Satisfaction as design levers. Equips designers with a systematic motivational design checklist.

Lesson 1 • Facilitating Rather Than Teaching

Shifts the instructor role from content deliverer to learning process guide. Provides concrete facilitation techniques aligned with SDL principles.

Lesson 2 • Measuring and Evaluating SDL Progress

Introduces tools for assessing SDL readiness and growth over time. Closes the chapter by linking SDL measurement to programme improvement cycles.

Lesson 3 • Defining Self-Directed Learning

Introduces Knowles's SDL framework and Guglielmino's SDL Readiness Scale. Establishes SDL as a spectrum, not a binary state, across adult populations.

Lesson 4 • Stages of Learner Autonomy Development

Maps Grow's Staged Self-Directed Learning model from dependent to self-directed. Enables facilitators to match instructional style to learner readiness stage.

Lesson 1 • Learning Styles and the ELT Inventory

Examines diverger, assimilator, converger, and accommodator profiles from ELT. Guides designers to balance activities across all four learning style preferences.

Lesson 2 • Mezirow's Transformative Learning Theory

Introduces disorienting dilemmas, critical reflection, and rational discourse as transformation triggers. Positions transformative learning as the highest-order adult learning outcome.

Lesson 3 • Kolb's Experiential Learning Cycle

Breaks down concrete experience, reflection, conceptualisation, and active experimentation. Establishes the cycle as the structural backbone of experience-based instruction.

Lesson 4 • Reflection as a Core Learning Tool

Positions structured reflection as essential across both Kolb and Mezirow frameworks. Provides a toolkit of reflection formats for varied instructional contexts.

Lesson 1 • Content Sequencing and Chunking

Applies cognitive load theory and adult prior knowledge to content organisation. Provides sequencing strategies that reduce extraneous load for adult learners.

Lesson 2 • ADDIE and Adult-Centred Adaptations

Applies the ADDIE model through an adult learning lens at each phase. Highlights where adult theory most significantly modifies standard ADDIE practice.

Lesson 3 • Writing Objectives for Adult Learners

Applies Bloom's taxonomy to craft performance-based, job-relevant learning objectives. Connects objective quality directly to assessment and content alignment.

Lesson 4 • Needs Analysis and Learner Profiling

Covers performance gap analysis, task analysis, and learner characteristic profiling. Grounds all design decisions in evidence-based learner and context data.

Lesson 1 • Adapting Facilitation in Real Time

Develops improvisational responsiveness to learner needs, energy, and comprehension signals. Closes the chapter with a real-time facilitation decision framework.

Lesson 2 • Managing Group Dynamics and Conflict

Addresses dominant voices, passive participants, and productive disagreement in adult groups. Equips facilitators with real-time intervention strategies.

Lesson 3 • Facilitating Difficult Conversations

Provides frameworks for navigating sensitive topics, resistance, and emotional reactions. Prepares facilitators for high-stakes adult learning scenarios.

Lesson 4 • Questioning Techniques and Socratic Method

Builds a repertoire of question types that deepen adult thinking and surface assumptions. Connects questioning skill to transformative and experiential learning goals.

Lesson 1 • Principles of Adult-Centred Assessment

Establishes authenticity, relevance, and learner agency as adult assessment cornerstones. Contrasts adult-appropriate assessment with traditional testing approaches.

Lesson 2 • Kirkpatrick's Four-Level Evaluation Model

Applies reaction, learning, behaviour, and results levels to adult programme evaluation. Provides data collection strategies for each Kirkpatrick level.

Lesson 3 • Evaluating Learning Transfer to the Workplace

Focuses on post-training transfer measurement using observation, supervisor input, and performance data. Closes the chapter by linking transfer evidence to programme redesign.

Lesson 4 • Summative and Performance-Based Assessment

Designs capstone projects, portfolios, and performance tasks for adult summative assessment. Aligns summative tools to job-relevant competency demonstration.