LEARNING THEORIES AND

CHARACTERISTICS OF ADULT
LEARNERS

Sayyed Nadar Shah

Demonstrator Nursing
KMU-IHS Swat
 OBJECTIVES

• Define adult learning.

• Discuss adult learners' characteristics with
psychological, past experience, time, self and
self-direction perspectives
• Identify the factors that influence learning.
• Explain the cognitive and affective aspects and
learning theories.
 ADULT LEARNING

• Over 50 years ago, Malcolm Knowles was one of

the first educators to devote significant time and
energy to describing this unique population of
learners and recommending specific strategies to
teachers of adults.
• He popularized the concept of “andragogy,” the
study of teaching adults, and differentiated it from
“pedagogy,” which literally means the art and
science of teaching children (although the term
pedagogy is used to describe the study of teaching,
even to adults).
 ADULT LEARNING

Adult learning, or andragogy, refers to the methods and

practices used in teaching adults.
Adult learning, or andragogy, refers to methods and
principles used in adult education. Coined by Malcolm
Knowles, andragogy differs from pedagogy (child
learning) in several ways.
Definition: Adult learning is a process where adults
engage in systematic and self-directed learning based
on their experiences, needs, and goals.
 Malcolm Knowles’ Theory of Andragogy

Assumptions of Adult Learners :

1.Self-concept: Adults are self-directed.
2.Experience: Adults bring life experiences to learning.
3.Readiness to learn: Learning is oriented to
developmental tasks.
4.Orientation to learning: Problem-centered, not
content-oriented.
5.Motivation: Adults are more internally motivated.
Example: In clinical practice, a student nurse learns
infection control better when directly responsible for a
patient’s care, rather than from reading a textbook alone.
 Experiential Learning (David Kolb)
Learning is a process where knowledge is created through transformation of experience.
Kolb's Learning Cycle:
1.Concrete Experience
2.Reflective Observation
3.Abstract Conceptualization
4.Active Experimentation
Example: A student observes a wound dressing
(concrete experience), reflects on the technique
(reflection), studies wound care principles
(conceptualization), and then performs it (active
experimentation).
 Transformative Learning (Jack Mezirow)

Focuses on how learners critically examine and change their

beliefs and assumptions.
Example: A student may have a bias
about mental health patients. Through
clinical exposure and reflection, they
may transform their understanding and
adopt a more empathetic approach.
 CHARACTERISTICS OF ADULT LEARNERS

• Autonomous and self-directed

• Goal-oriented
• Practical and relevancy-oriented
• Respectful of their own life experiences
• Prefer active participation
• Desire for immediate application of
knowledge
 Teaching Strategies for Adult Learners in Nursing

1.Case Studies: Real-life scenarios help learners apply concepts.

•E.g., Discussing a sepsis case to teach pathophysiology and nursing
care.
2.Simulation: Enhances clinical decision-making.
•E.g., Simulated code blue to improve emergency response.
3.Reflective Journals: Promote self-awareness.
•E.g., Students reflect on emotional challenges faced during palliative
care.
4.Problem-Based Learning (PBL):
•E.g., Students explore a patient case to learn about diabetes
management.
5.Group Discussions:
•E.g., Debating ethical issues in nursing practice.
 CORE CHARACTERISTICS OF ADULT LEARNERS

Adult learners:
• Are self-directed.
• Bring prior life and work experiences.
• Are goal-oriented and relevancy-focused.
• Have internal motivation.
• Prefer problem-solving and practical application.
• Have multiple roles (e.g., student, parent, worker).
 CHARACTERISTICS OF ADULT LEARNING PSYCHOLOGICAL
PERSPECTIVES

• Adults have well-developed brains, capable of abstract thinking, critical

reasoning, and moral reflection.
• They are often more emotionally stable, which influences classroom behavior
and learning style.
• Psychological needs such as autonomy, competence, and relatedness (per Self-
Determination Theory) influence motivation.
Example:
• A nursing student facing a high-pressure situation in the ER may better manage
stress, analyze patient needs, and reflect on decision-making—thanks to
psychological maturity.
 CHARACTERISTICS OF ADULT LEARNING
PAST EXPERIENCE, PERSPECTIVES

• Experiences can enhance learning by providing context and

meaning.
• Experiences can also create biases or preconceived notions that
may block new learning.
• Learning is filtered through prior knowledge.
Example:
• A student who has worked as a nursing assistant may grasp clinical
concepts like infection control faster than those without similar
experience, but may also need help "unlearning" outdated practices.
 CHARACTERISTICS OF ADULT LEARNING
TIME PERSPECTIVES

• Learning is immediate and short-term focused – adults want to

apply knowledge quickly.
• Less tolerance for activities they see as a waste of time or not
directly applicable.
• Time is limited due to other life commitments (e.g., job, family).
Example:
• When teaching fluid balance, an adult learner will appreciate
immediate application like calculating IV flow rates during clinicals,
rather than only discussing theoretical formulas.
 CHARACTERISTICS OF ADULT LEARNING
SELF PERSPECTIVE

• They want to be respected, not treated like children.

• They have a well-developed self-concept, which influences how they
view success or failure.
• They seek recognition for what they already know and value
independence.
Example:
• In a classroom debate on ethical issues, adult learners may
confidently express personal opinions formed by their values or life
roles (e.g., parent, caregiver).
 CHARACTERISTICS OF ADULT LEARNING
SELF-DIRECTION PERSPECTIVE

Self-direction is the ability and desire to take responsibility for one’s own
learning.
Key Features:
• Adults prefer to set their own goals, identify resources, and evaluate
outcomes.
• They dislike overly controlled learning environments.
• Self-directed learners are more likely to engage in lifelong learning.
Example:
• A student preparing for a clinical rotation may independently study patient
conditions and medications in advance, using textbooks, journals, or online
resources without being told.
 FACTORS INFLUENCING ADULT LEARNING

A. Motivation
• Intrinsic vs. Extrinsic: Adults often learn for
personal growth (intrinsic) or career Physical
advancement (extrinsic). comfort.
• Influencing Factors: Relevance of topic, goal Emotional
orientation, self-esteem. safety.
• Example: A nurse enrolling in a public health Active
course to qualify for a leadership role. involvement
 FACTORS INFLUENCING ADULT LEARNING

B. Readiness to Learn
• Influenced by life stage, responsibilities, and needs.
• Adults are more ready to learn when they see immediate application.
• Example: A parent learning about child nutrition when their child
starts solid food.
 FACTORS INFLUENCING ADULT LEARNING

C. Experience
• Adults bring prior knowledge and experience to learning.
• Facilitators should build on existing frameworks.
• Challenge: Prejudices or outdated knowledge can interfere.
 FACTORS INFLUENCING ADULT LEARNING

D. Learning Styles
• Adults vary in how they learn: visual, auditory, kinesthetic.
• Use mixed methods: lectures, discussions, hands-on activities.
E. Life Responsibilities
• Time constraints: Jobs, families, and other obligations limit
availability.
• Flexible learning: Online modules, evening classes.
 FACTORS INFLUENCING ADULT LEARNING

F. Physical and Cognitive Factors

• Aging may affect vision, hearing, memory.
• Adjust materials: clear fonts, slower pacing, repetition.
G. Cultural and Social Factors
• Cultural background affects expectations and communication styles.
• Social support encourages persistence and engagement.
H. Emotional and Psychological Factors
• Confidence, anxiety, and past learning experiences matter.
• Encourage a safe, non-judgmental environment.
 THE COGNITIVE ASPECT OF LEARNING

Cognitive learning involves mental processes such as thinking, reasoning,

problem-solving, remembering, and understanding.
Elements:
• Perception – interpreting information
• Attention – focusing on relevant stimuli
• Memory – storing and recalling information
• Language – understanding and using communication
• Problem-solving – applying knowledge to new situations
• Metacognition – thinking about one’s own thinking
 EXAMPLE

A student learning how to calculate a drug dosage engages in:

• Remembering the formula (memory)
• Understanding units (comprehension)
• Applying it to a clinical case (application)
• Analyzing patient data (analysis)
 THE AFFECTIVE ASPECT OF LEARNING

The affective domain involves emotions, attitudes, values,

motivations, and feelings that influence learning.
Key Levels (Krathwohl’s Affective Domain Taxonomy):
1.Receiving – Willing to listen
2.Responding – Participating actively
3.Valuing – Attaching worth to something
4.Organizing – Integrating values into one’s belief system
5.Characterizing – Consistently acting according to values
 EXAMPLE

• A student who values patient dignity will:

• Listen to patients attentively (receiving/responding)
• Show respect regardless of background (valuing)
• Advocate for patient rights (characterizing)
BLOOM'S TAXONOMY
 ORIGINAL TERMS NEW TERMS

•Creating
Bloom’s Taxonomy

• Evaluation
•Evaluating
• Synthesis
•Analysing
• Analysis
•Applying
• Application
•Understandin
• Comprehension
g
• Knowledge
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, P8)
 BLOOM’S REVISED TAXONOMY
C R E AT I N G
G E N E RAT I N G N E W I D E A S , P R O D U C T S , O R WAY S O F V I E W I N G T H I N G S
DESIGNING, CONSTRUCTING, PLANNING, PRODUCING, INVENTING.

E VA LUAT I N G
JUSTIFYING A DECISION OR COURSE OF ACTION
CHECKING, HYPOTHESIZING, CRITIQUING, EXPERIMENTING, JUDGING

A N A LY Z I N G
B R E A K I N G I N F O R M AT I O N I N T O PA RT S T O E X P LO R E U N D E R S TA N D I N G S
A N D R E L AT I O N S H I P S
C O M PA R I N G , O R G A N I Z I N G , D E C O N S T R U C T I N G , I N T E R R O G AT I N G ,
FINDING

A P P LY I N G
U S I N G I N F O R M AT I O N I N A N O T H E R FA M I L I A R S I T U AT I O N
I M P L E M E N T I N G , C A R RY I N G O U T , U S I N G , E X E C U T I N G

U N D E R S TA N D I N G
EXPLAINING IDEAS OR CONCEPTS
I N T E R P R E T I N G , S U M M A R I Z I N G , PA RA P H RA S I N G , C L A S S I F Y I N G ,
EXPLAINING

REMEMBERING
R E C A L L I N G I N F O R M AT I O N
RECOGNIZING, LISTING, DESCRIBING, RETRIEVING, NAMING, FINDING
 BLOOM’S TAXONOMY

🔽 1. Remember
• Definition: Recall or recognize facts, terms, and basic concepts.
• Action Verbs: List, Identify, Define, Recall, Name
• Example: List the symptoms of pneumonia.
🔽 2. Understand
• Definition: Explain ideas or concepts in your own words.
• Action Verbs: Describe, Summarize, Explain, Interpret, Classify
• Example: Explain the pathophysiology of diabetes.
 BLOOM’S TAXANOMY

🔽 3. Apply
• Definition: Use knowledge in new situations or contexts.
• Action Verbs: Use, Demonstrate, Implement, Solve
• Example: Use a glucometer to measure a patient's blood sugar.
🔽 4. Analyze
• Definition: Break information into parts and examine relationships.
• Action Verbs: Analyze, Compare, Contrast, Differentiate
• Example: Differentiate between bacterial and viral infections.
 BLOOM’S TAXANOMY

🔽 5. Evaluate
• Definition: Make judgments or decisions based on criteria or standards.
• Action Verbs: Judge, Critique, Evaluate, Justify, Recommend
• Example: Critique a nursing care plan for a hypertensive patient.
🔽 6. Create
• Definition: Produce original work or develop new ideas.
• Action Verbs: Design, Create, Construct, Develop, Formulate
• Example: Design a health education program for a rural community.
 WRITTEN ASSIGNMENT

Develop learning objectives for TLP using Bloom’s taxonomy.

 BLOOM’S LEVELS WITH EXAMPLE OBJECTIVES

Level Action Verbs Objective Example

Remember Define, List, Recall List the types of white blood cells.
Understand Describe, Summarize Summarize the process of digestion.
Use a sphygmomanometer to
Apply Use, Demonstrate
measure blood pressure.
Compare symptoms of Type 1 and
Analyze Compare, Differentiate
Type 2 diabetes.
Critique a care plan for a diabetic
Evaluate Judge, Critique
patient.
Design a community health education
Create Design, Construct
campaign.
• https://tips.uark.edu/blooms-taxonomy-verb-chart/
 LEARNING THEORIES

A. Behaviorism
• Key Concept: Learning is a change in behavior caused by external
stimuli.
• Key Theorists: B.F. Skinner, Pavlov, Thorndike
• Teaching Focus: Repetition, rewards, punishment
Application in Nursing:
• Use of skill checklists, return demonstrations, and positive
reinforcement in labs.
• E.g., rewarding correct injection technique with praise.
 LEARNING THEORIES

B. Cognitivism
• Key Concept: Learning is an internal process that involves memory,
perception, and problem-solving.
• Key Theorists: Piaget, Bruner, Ausubel
• Teaching Focus: Structured knowledge, meaningful learning, concept
mapping
Application in Nursing:
• Case studies to stimulate thinking.
• Concept maps to connect patient symptoms to diagnosis and care plan.
• E.g., analyzing a cardiac case scenario using prior knowledge.
 LEARNING THEORIES

C. Constructivism
• Key Concept: Learners construct knowledge through experience and
reflection.
• Key Theorists: Vygotsky, Piaget
• Teaching Focus: Active learning, social interaction, real-world tasks
Application in Nursing:
• Group discussions, clinical simulations, problem-based learning
(PBL).
• E.g., Students collaboratively solving a complex patient care scenario.
 LEARNING THEORIES

D. Humanism
• Key Concept: Learning is a personal act to fulfill one's potential.
• Key Theorists: Maslow, Carl Rogers
• Teaching Focus: Student-centered learning, emotional safety, self-
actualization
Application in Nursing:
• Promoting reflective practice, open dialogue, and emotional
support.
• E.g., Encouraging students to reflect on emotional responses after
palliative care.
 Major learning theories applicable to adults
Theory Key Features Adult Learning Application Example
Learning is a response to external Teaching handwashing
Useful for skill acquisition and
Behaviorism stimuli. Reinforcement and technique using demonstration
habit formation.
repetition matter. and reward.
Focuses on internal processes like Helps adults link new Using flowcharts to teach
Cognitivism memory, thinking, and problem- information to existing disease processes in nursing
solving. knowledge. education.
Learners actively construct their Simulation of emergency room
Promotes hands-on, problem-
Constructivism own understanding based on scenarios to apply critical
based learning.
experiences. thinking.
Encouraging reflective
Emphasizes personal growth, Learners are self-motivated and
Humanism journaling in palliative care
autonomy, and self-actualization. need a supportive environment.
training.
Theory of adult learning (Malcolm Adult learners need to know
Case-based discussion on
Andragogy Knowles). Adults are self-directed why, prefer relevance and
diabetes self-care management.
and practical. problem-solving.
Emphasizes the learning cycle: Clinical rotations with
Experiential Learning through reflection on
experience, reflection, debriefing to reinforce
Learning doing (Kolb).
conceptualization, application. professional behaviors.
Learning changes perspectives
Transformative Encourages questioning Group discussions on cultural
through critical reflection
Learning assumptions and social change. competence in nursing care.
(Mezirow).
 CLASS ACTIVITY

Discuss cognitive and affective aspects of different

learning theories (Group discussion)
"Adults learn what they want to learn, when
they see a need to learn it." — Malcolm Knowles