Adult learning theories are based on the idea that adults have experiences in their lives to which they can relate new learning, and that they have developed mature behaviors not found in younger learners. As in all areas of study, theories build on one another and new ideas are incorporated. Some of the well known theorists include Jean Piaget, R. Gagne, and H. Gardner. The key theorists who defined and labeled adult learning were K.P. Cross (1981) and Malcolm Knowles (1984). Knowles coined the term, “Andragogy” to replace the common instructional term, “Pedagogy.”

Pedagogy, in a simple phrase, is teacher-centered instruction. The instructor is the source of knowledge and delivers that knowledge to the learner. Androgogy, conversely, is learner-centered instruction. Andragogy brings into the learning process the idea that the teacher is not all-knowing; rather, the teacher is also a learner who provides resources and facilitates the learning experience. The learner is the owner of the learning process. According to Knowles, adult learners have the following characteristics:

1. Self-Concept: As a person matures, he or she moves from dependency to self-directness.

2. Experience: Adults draw upon their experiences to aid their learning.

3. Readiness: The learning readiness of adults is closely related to the assumption of new social roles.

4. Orientation: As a person learns new knowledge, he or she wants to apply it immediately in problem solving.

5. Motivation: As a person matures, he or she receives their motivation to learn from internal factors.

With these characteristics in mind, the Institute of Instructional Excellence holds the philosophy that our learners are self-directed and self-motivated, experienced, eager to learn and desire relevant content. Our instruction is designed to maximize the use of these characteristics.

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