Adult Learning Theories in Instructional Design

Andragogy and Beyond

Every job description for instructional designer requires knowledge of adult learning theories. In corporate training adults are the learners and adults have different learning needs than children, especially in the context of job reskilling or procedural training, as well as levels of motivation and ability to engage in self-directed learning. However, when discussing adult learning theory, most practitioners immediately reference Malcolm Knowles and his five principles of Andragogy. This narrow focus overlooks much of what actually drives effective instructional design. In my view, what’s more important is how the theories are applied in the context.

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Questioning Adult-Specific Learning Theories

The assumption that adults learn fundamentally differently from children isn't straightforward. Consider Knowles' principles—self-direction, experience-based learning, readiness to learn, problem-centered orientation, and internal motivation. Children can also demonstrate self-direction when provided appropriate opportunities. They bring personal experiences to their learning and show strong motivation for topics that engage them.

Look at John Dewey's experiential learning approach of "learning by doing." Dewey advocated for children to bring their experiences into their education—a principle that closely mirrors contemporary adult learning practices. This experiential foundation influenced constructivism and remains effective across age groups.

Similarly, Vygotsky's Zone of Proximal Development applies universally. While Vygotsky was writing specifically about children’s age-appropriate learning, instructional designers can also use the concept of ZPD in adult learning to assess what an individual can do independently or whether support is needed. Sometimes this concept is applied to scaffolded learning.

Context Drives Application

The primary distinction in learning theories lies not in cognitive differences but in context and application. Adult learning, particularly in corporate environments, operates within different constraints and objectives than traditional education.

Adult learners in professional settings typically seek specific, immediately applicable skills. While personal development may be a secondary benefit, the primary focus is solving workplace problems, meeting performance objectives, and improving job-related competencies. The learning must demonstrate clear relevance and practical utility.

In contrast, childhood education emphasizes broader knowledge acquisition, exploration, and long-term developmental goals. Adult corporate training is more targeted and (when well done) focuses on outcomes: what has the learner actually absorbed and what can they do now that they could not before the course or training.

Using Different Theories for Different Jobs

 Smart instructional designers pick theories based on what they're trying to accomplish. For example:

Behaviorism works when you need people to follow specific procedures consistently. Safety training, compliance protocols, basic skills that need to become automatic. You want employees to respond the same way every time in certain situations.

Cognitivism is your go-to for problem-solving and critical thinking. Management training, strategic planning, complex decision-making—these all benefit from cognitive approaches that help people process information and recognize patterns.

Constructivism lets people build knowledge through experience, which works well for creative problem-solving, innovation training, and situations where there isn't one right answer.

Self-Directed Learning mixes in with these theories and is important for adults in asynchronous study when there may be less accountability, and they have to find and schedule time to engage with modules at home or any place of their choosing.

Making It Work in Practice

My suggestion: when designing training, don't just default to "adult learning principles." Instead, ask what exactly do learners need to do differently after this training? How will they use this in their actual work? What approach gives them the best chance of success? Often it means combining multiple approaches in the same course.

Most learning theories aren't really about what’s appropriate for adults, specifically—they're about how people process and retain information. The key is matching your approach to your specific goals, subject matter relevance, and of course, context.

Good instructional design comes from understanding your audience, your content, and your objectives, then picking the tools that fit.

References

Bloomberg, L. D. (2021). Designing and delivering effective online instruction: How to engage adult learners. Teachers College Press

Boettcher, J. V. (2007). "Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory," Innovate: Journal of Online Education: Vol. 3: Iss. 3, Article 2. Available at: https://nsuworks.nova.edu/innovate/vol3/iss3/2

Dewey, J. (1897). My Pedagogic Creed. School Journal, 54, 77–80

Holmes, G., & Abington-Cooper, M. (2000). Pedagogy vs. Andragogy: A False Dichotomy? The Journal of Technology Studies, 26(2), 50–55. https://doi.org/10.21061/jots.v26i2.a.8

Knowles, M. S. (1978). Andragogy: Adult Learning Theory in Perspective. Community College Review, 5(3), 9–20. https://doi.org/10.1177/00915521780050030

Vygotsky, L. S., Cole, M., John-Steiner, V., & Souberman, E. (1980). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Chapter 6, pp 79–91