This section has been adapted from the Hepatitis C Box Project Trainers Manual (2003) Part 11 - The dimensions of learning. Hepatitis Australia would also like to acknowledge the input of Mr Rob Wilkins, Senior Project Manager, Workforce Development Program in Hepatitis, HIV and Sexual Health, NSW.
Adult education is a broad field that encompasses varied philosophies, principles and frameworks. This section attempts to provide an overview of some of the principles and frameworks that have been used in hepatitis C-related education activities.
The dimensions of learning
Effective learning involves integrating new ideas and new knowledge with existing understanding (conceptual) and ideas in order to solve problems. The relationship between what people know and what they do not know is dynamic and may be informed by their experiences, peers and immediate environments, among other elements.
Successful learning requires an approach that reflects the relationship between learning and real life and recognises the need for motivation toward the process, in addition to the necessary confidence and learning skills. Therefore, learning involves people taking responsibility for their own learning, while the task of ‘trainers’ is to provide an environment in which this can be done most effectively.
A number of factors have been identified as impacting on the effectiveness of training including:
- individual characteristics of the learner, including motivation and
self-efficacy
- the pre-training workplace environment
- training design
- post training workplace environment
- including supervisory support for the training
- organisational support in the form of policy, procedures and practices related to training
- workplace social and peer support for the training.
Principles of adult learning
The principles of adult learning differ between the five philosophies, which include Liberal, Behavioural, Humanist, Radical and Progressive. An educator’s educational philosophy is embedded in both what they believe about teaching and learning, and what they actually do in their practice. Adult educators’ philosophy is normally demonstrated in their beliefs about what should be done in an adult education session.
The following principles of adult education and learning are embedded in the Humanist philosophy.
- Adult learners are usually goal driven and:
- Get involved in order to improve their skills in specific areas.
- Generally have a purpose in mind as to why they are seeking education/training.
- Look for materials and information that reflect real life situations and challenges that can advance them in their life’s purpose.
- Learn best if the knowledge, skills and strategies they are acquiring are linked to real life examples and situations.
- Adult learners need the opportunity to:
- Explore and discuss where they are in their learning and where they would like to be.
- Self assess their current knowledge and skills, and evaluate their own progress.
- Be both challenged and supported as they gain new skills and acquire new strategies.
- Adult learners need to have their lived experience acknowledged and work with materials and information that acknowledge their existing background knowledge.
- Adult learners should be involved in the planning and implementation of learning activities, which can be achieved by asking people about what they want to learn.
- Adult learners require an environment that encourages and supports learning including the opportunity to:
- Process information by talking about ideas and discussing them with others.
- Obtain meaningful feedback from both peers and those who have more information (and could be considered ‘expert’).
- Work in groups where they learn collaboratively as well as being a resource for others.
- Engage with different types of resources and texts (oral as well as written or visual).
Tips for adult learning
Recency
What is learned last and what is the freshest in a person’s memory is that which will be remembered best. |
Practical application:
- Finish the session with a recap of your key points.
- Provide regular reviews of information as you go along.
- Keep information sessions brief OR provide regular recapping of information. |
Primacy
Things learned first are those that are learned the best. It can be very difficult to unlearn wrong information or skills. |
Practical application:
- Preview your key points at the beginning of the session.
- First impressions are important.
- Ensure the accuracy of the information you will be delivering right from the outset. |
Active involvement/learning
People learn best if they are actively involved in the process |
Practical application:
- Use practical exercises.
- If at all possible, give hands on experience.
- Ask for the participants to give input. |
Motivation
Adults must have the desire to learn, be ready to learn and have a reason to learn. They must also believe that they will succeed at the learning experience. |
Practical application:
- Content must be meaningful and worthwhile to the participant.
- Identify the need for participants to be in the session.
- Move from information that is known, to that which is new or unknown. |
Exercise/over learning
Practice beyond the point of proficiency will lead to greater retention of that which is learned. It will also increase the possibility of recall. |
Practical application:
- Use examples, exercises, discussions and role-plays to reinforce what has been learnt.
- Let participants perform the exercises themselves. |
Feedback
Feedback provides the trainer and participants with information about whether they are learning. Positive reinforcement increases the probability of learning. |
Practical application:
- Ask questions.
- Provide praise.
- Be warm.
- Criticise in a constructive way. |
Multi-sense learning
Try to involve as many of the five senses as possible in any given learning situation. |
Practical application:
- Try to show, as well as tell (but be wary of getting too carried away!) |
Enjoyment
People will learn best when their brain is in a relaxed but alert state. |
Practical application:
- Use humour.
- Try to reduce the stress associated with learning. |
Appropriateness
Training must be relevant to the participants’ needs and be linked to information that is known and familiar. |
Practical application:
- Consider participants’ needs when planning.
- Use familiar examples.
- Link to what is already known. |
Two way communication
Communicate with participants, not at them. |
Practical application:
- Design some interactions into the presentation, even if it is not a discussion. |
Repetition
The more often information is repeated the more likely it is that it will be remembered. It is best to repeat information in a variety of ways. |
Practical application:
- State important information more than once.
- Present information in a number of ways. |