This document discusses four learning theories relevant to adult learners: 1. Andragogy - Focuses on adults being self-directed, goal-oriented learners who learn best through active participation. 2. Social Learning Theory - Posits that people learn from observing and modeling others' behaviors. 3. Constructivism - Views learning as an active, constructive process where learners link new information to prior knowledge and create their own representations of reality. 4. Multiple Intelligences Theory - Proposes that individuals possess different combinations of linguistic, logical, spatial, bodily, musical, interpersonal, and intrapersonal intelligences.

1. Learning Theories
Module 2:
Adult Learners and ID Models
Course Title: Designing and Delivering Successful Training Programs

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LEARNING
THEORIES
SOCIAL
LEARNING
THEORY
CONSTRUCTIVISM
ANDRAGOGY
MULTIPLE
INTELLIGENCES
THEORY
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3. Adults learn best through:
▫ Active participation and involvement in the
planning and evaluation of their instruction
▫ Hands-on learning (experiences, including mistakes,
provide the basis for learning activities)
▫ Learning content that has immediate relevance to their job
or personal life
▫ Problem-centered learning rather than content-oriented
KEYWORDS:
adult learning, self-directed, goal-oriented, active participation
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Andragogy
Originator:
Malcolm Knowles
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Andragogy vs. Pedagogy
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5. Originator: Bandura
“Most human behavior is learned observationally through
modeling: from observing others, one forms an idea of
how new behaviors are performed, and on later
occasions this coded information serves as a guide for
action.” (Bandura)
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Social Learning Theory
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6. Learning involves four steps:
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Social Learning Theory
KEYWORDS: modeling
1. Attention: to focus on something or someone
2. Retention: to store information from the observed
behavior
3. Reproduction: to perform the observed behavior
4. Motivation: to be motivated to imitate the modeled
behavior
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7. Originators and important contributors:
Vygotsky, Piaget, Dewey, Bruner
• This theory, or better paradigm, suggests that learning is an
active, constructive process, where learners construct
information by linking new information to prior knowledge and
by creating their own subjective representations of objective
reality.
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Constructivism
KEYWORDS:
Learning as experience, activity and dialogical process, Problem-
Based Learning (PBL), Situated Learning, Discovery Learning
(Bruner), Zone of Proximal Development (ZPD) (Vygotsky),
Cognitive Apprenticeship (scaffolding)
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Constructivism
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Multiple Intelligences Theory
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Multiple Intelligences Theory
Originator: Howard Gardner (1983)
1. Linguistic: the ability to use spoken or written words
2. Logical-Mathematical: inductive and deductive thinking and
reasoning abilities, logic, as well as the use
of numbers and abstract pattern recognition.
3. Visual-Spatial: the ability to mentally visualize objects and
spatial dimensions.
4. Body-Kinesthetic: the wisdom of the body and the ability to control
physical motion.
5. Musical-Rhythmic: the ability to master music as well as rhythms,
tones and beats.
6. Interpersonal: the ability to communicate effectively with other
people and to be able to develop relationships.
7. Intrapersonal: the ability to understand one’s own emotions,
motivations, inner states of being, and self-reflection.
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11. Curriculum design must incorporate each of
these intelligences to benefit all learners.
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Multiple Intelligences Theory
KEYWORDS: multiple intelligences
Originator: Howard Gardner (1983)
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12. LEARNING THEORY KEYWORDS
Andragogy adult learning, self-directed, goal-oriented,
active participation
Social Learning Theory modeling
Constructivism learning as experience, activity and
dialogical process; Problem- Based
Learning (PBL), situated learning, discovery
learning (Bruner), Zone of Proximal
Development (ZPD) (Vygotsky), cognitive
apprenticeship (scaffolding)
Multiple Intelligences Theory multiple intelligences
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Overview
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