SHIFT's eLearning Blog
Our blog provides the latest best practices, tips, insights and thought leadership on modern corporate training, eLearning and mLearning.
Adult Learning or Andragogy highlights that adult learners are fundamentally different in their methods of learning in comparison with children. As an L&D professional, you need to understand these differences and figure out the best methods that can be employed to meet the adult learning needs. With adult learners, you will encounter different types of expectations, demands, and challenges. The key is to accommodate to these needs and work in a manner that is most effective and engaging for them. Understanding human psychology and brain science can help in this regard. While there are multiple methodologies to make this happen, there is a model proposed by Lila Davachi, Associate Professor of Psychology at New York University that is known to be very effective. Known as AGES (Attention-Generation-Emotion-Spacing), this model highlights four key elements that are essential for effective adult learning. Let us go through the four elements in detail now.
As eLearning designers, we have to understand adult learning psychology to create courses that appeal to them and make them want to learn what you want to teach. But there is a challenge. Most adult learners are anxious about being able to adapt to and perform in a virtual learning environment. They also harbor negative attitudes about eLearning (due to bad courses they’ve taken in the past). We have to overcome these obstacles by giving the learner compelling reasons to take our courses. We have to get inside their minds and break the code: What motivates them to learn and what holds them back?
Most of adult learning strategies are based on the idea that adults learn differently from non-adults. The term that often comes up is “androgogy,” which Malcolm Knowles coined to describe how adults learn in contrast to “pedagogy” or on how children learn.