Merriam-Webster defines learning as the act of “gaining knowledge or understanding of or skill in by study, instruction or experience” (Merriam-Webster, n.d.). It defines experience as “direct observation of or participation in events as a basis of knowledge” (Merriam-Webster, n.d.).
One of the primary reasons so many theorists note that experience is a crucial element to adult learning is that over the last 50 years, we have learned that adults learn differently from children (Irish, n.d.). Children are taught and learn for reasons different from adults. They learn because their parents and our social norms tell them they have to. They are placed in a room with peers (same age range), and the subject matter is, for the most part, new or almost new to all of them. The structure of the learning model assumes all of the students are novices and, at least in theory, have the same learning potential. Their lack of subject matter knowledge results in children accepting nearly all of the instruction at face value and as factual, e.g., Columbus discovered America. Further, there is no motivation for practical application since what they learn will not be put to use for years to come. As such, their learning motivation is primarily one of keeping pace with their “peers.”
Adult learners, on the other hand, come to a learning environment for different reasons. Whether their motivations range from wanting to do better in their respective jobs to moving into new fields and careers, adult motivation for learning tends to be one of self-improvement. Unlike children in school, adults come into the training environment with varying degrees of subject matter knowledge ranging from novice to high levels of expertise borne out of previous personal experiences that they have had. Even subject matter novices can possess an anecdotal understanding of the information, e.g., we all know that the Allied forces won World War II.
Theorists understand that once this difference is accepted, learning professionals must factor it in designing learning programs for adults. The experience these adult learners bring into the training room provides a necessary and excellent opportunity for the trainer to offer scenarios and learning methodologies that are experientially based.
When providing instruction, instructors and facilitators have a better chance of learning transfer if they relate the topic to real experiences. Often, teaching provides the learner with theoretical knowledge. Until it is applied and becomes relevant to the learner, it remains theoretical. But if the instructor offers examples of the theory in practice, and it is relatable by the learner, then the learning is no longer theory but reality. According to Eduard C. Lindeman, author of The Meaning of Adult Education, “we learn what we do, and experience is the adult learner’s living textbook” (Holton, Swanson, & Knowles, 2015). Throughout this semester, we have discussed modes of learning, and simulation, and on the job training have both remained key elements. Adults remember experiences, both good and bad because they experience or “feel” them. By relating learning to specific experiences, there is a better chance of the adult learner retaining the information because it is relatable, and it resonates with them. This emotional connection both engages the learner and facilitates retention.
I facilitate the Human Resources module of a certification program for apartment managers. When going through each of the modules, I share specific experiences that I have had with particular topics, so the information becomes real. Further, I ask participants to provide examples of experiences they have had on the specific subject, again, making the learning applicable to real life. I find that this helps participants resonate with the learning and engages them emotionally.
This course is an excellent example of incorporating experience into learning. Throughout the semester, we have been provided with real-life examples of specific situations within Chesterfield County and Crestar Bank. Furthermore, I have participated in discussions in this course and my other Human Resources courses because of what I have experienced over the past thirty years working in the industry.
References
Holton, E. F., Swanson, R. A., & Knowles, M. S. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). London, NY: Routledge.
Irish, K. (n.d.). What is adult learning theory and Why is it important? Retrieved April 14, 2020, from https://www.ej4.com/blog/what-is-adult-learning-theory-and-why-is-it-important
Merriam-Webster. (n.d.). Experience. In Merriam-Webster.com dictionary. Retrieved April 15, 2020, from https://www.merriam-webster.com/dictionary/experience
Merriam-Webster. (n.d.). Learn. In Merriam-Webster.com dictionary. Retrieved April 15, 2020, from https://www.merriam-webster.com/dictionary/learn
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