ACTIVE LEARNING

The whole topic of adult learning has been in the arena for discussion for a number of years, with the
current emphasis on both sides of the Atlantic being on lifelong learning. With this increasing
awareness, and the emphasis on a changing and flexible workforce, it is important both for
organizations and individuals not only to encourage adults back into education and training, but to
provide a learning environment which ensures that maximum benefit is gained from their return to
learning. [ CITATION Thi \l 1033 ] [ CITATION Lon96 \l 1033 ]

Adult learners bring with them a range of educational experiences and motivations. They come from a
variety of educational backgrounds and a diversity of social experiences which can be both bonus and
impediment. [CITATION Joh99 \l 1033 ]

Learning can either be active or passive.

Bowles and Gintis (1976) – “mug and jug theory” [CITATION Bow76 \l 1033 ]

Passive – (jug) teacher is the expert and fount of all knowledge

Pupil – (mug) recipient of the expertise

People cannot simply learn by being given information “You can take a horse to water but you cannot
make it drink” (if the horse is thirsty, it drinks and its thirst will be quenched. Water alone cannot do the
job)

The student must have active involvement (mentally, physically or both) in the process, and a desire for
knowledge for learning to occur

Long standing distinctions between knowledge and practical skills, but dichotomy is not clear-cut. Few
practical skills do not engage in knowledge and understanding in their learning.

Gagne (1972) – five types or domains of learning

Rogers (1996:79) – based on five domains of learning has made clear links between knowledge and
skills:

1. We may learn new knowledge as we collect information that is largely memorized.

2. Such knowledge may be held uncomprehendingly. We thus need to learn to relate our new
materials in ways that lead to new understanding, that process of organizing and reorganizing
knowledge to create new patterns of relationships.
3. We may learn new skills or develop existing skills further; not just physical skills, our ability to do
certain things, but also skills of thinking, learning, skills of coping and solving problems and
survival strategies.
4. Further, since we can learn new knowledge, new understanding and new skills without
necessarily changing our attitudes, the learning of attitudes is a distinct sphere of learning.
 5. Finally it is impossible for learning changes to be brought about in all four of these areas without
accompanying alterations in our way of life, our pattern of behavior. It is therefore necessary to
learn to apply our newly learned material to what we do and how we live, carry out our new
learning into changed ways of behaving: what some people would call to learn “wisdom” in
short.

Motivation and Learning:

It is generally supposed that adult learners come voluntarily into learning situations and because of this
they will be well motivated. This is not always the case of course, particularly in organizational training
solutions where there may be an element of compulsion.

Motivation:

 Internal – comes from the drive within the individual to gain knowledge or a skill.
This may be influenced by external factors (self-image).
 External – factors that my put pressure on the individual but may not necessarily be
converted to internal, or psychological pressure (better pay, promotion or loss of
employment.)

There are course situations in which adults participate in education and training unwillingly. Harrison
(1993) discusses the issues extensively and argues the importance of involving individuals in determining
their training/ education requirements, recognizing that there may be a tension between organizational
and individual needs. It behooves the trainer/teacher to remember this and create a learning
environment which recognizes the diversity of motivations and backgrounds from which the participants
come.

The necessity to take on board the different needs and learning styles of adults has contributed since
the 1950s to the creation of adult learning termed “andragogy”

Bowles, S. &. (1976). Schooling in Capitalist America. London: Routledge and Kegan Paul.

Harrison, R. (1993). Human Resource Management: issues and strategies. Wokingham: Addison -
Wesley.

Longworth, N. a. (1996). Lifelong Learning. London: Kogan Page.

Thijssen, J. (n.d.). A model for adult training in flexible organizations: Towards an experience
concentration theory. Journal of Industrial Training, 16(9), 5 - 15.

Wilson, J. (1999). Human Resource Development: Learning and Training for Individuals and
Organizations. (J. P. Wilson, Ed.) London: Kogan Page Limited.
What I hear, I forget.
What I hear and see, I remember a little.
What I hear, see and ask questions about or discuss with someone else, I begin to understand.
What I hear, see, discuss and do, I acquire knowledge and skill.
What I teach to another, I master.