"You can't teach an old dog new tricks" – have you ever heard that or even said it yourself? We are convinced: that's not true! After all, anyone can learn how to learn, even in old age.
"I'm too old for that" is probably the most common excuse of older employees or course participants when it comes to the topic of further education – especially popular in software training. But don't worry: this myth about learning in old age was debunked several years ago! We have already discussed this topic on the blog and found that older people sometimes even have a certain advantage when learning. After all, their prior knowledge is significantly greater than that of younger people. This allows information to be linked together better.
Tip: You can find the full article here: “What little Hans doesn't learn...” – The myth of learning in old age
What is true: Adults learn differently than children; after all, their basic starting point is different. In most cases, adults learn voluntarily in order to develop personally or to meet their professional needs. Adults also like to learn cooperatively and bring a wealth of experience and resources to the learning process. In addition to their prior knowledge and experience, they also have a different approach to knowledge. Accordingly, the motivation to learn also differs:
Adults are motivated by relevance and practical application.
Adults are intrinsically motivated and act in a problem-oriented manner.
Adults learn self-directed and at their own pace.
And you can use exactly this to your advantage when learning! Whether you want to learn yourself or, as a professional development manager, you are responsible for the learning process of others: create the necessary freedom in the learning process so that individual learning preferences can be taken into account. Motivation is key!
Supporting learning how to learn with the right strategy
My colleague Laura has already reported on the blog about how learning strategies of children and adults differ. Therefore, I only want to briefly address the various learning strategies here:
Depending on your preference, you should therefore follow a cognitive, a metacognitive, or a resource-related learning strategy. Usually, the learning process consists of aspects of all three strategies.
Particularly in adulthood, it is worthwhile to consciously combine these strategies. For example, those who actively process new content, reflect on their own learning process, and at the same time use appropriate resources, significantly increase learning success. Learning thus becomes not only more effective, but also more sustainable.
No matter which one you prefer – to make learning in adulthood easier for you, you should pay attention to a few things in every learning process:
10 Tips for learning how to learn in adulthood
These 10 tips will help you support your adult learners in their learning process during training and courses:
Find a quiet place without distractions, change it regularly
Create a positive attitude towards the learning process
Learn often, but in short units in the spirit of microlearning
Start with difficult topics and do not put them off until the end
Write down important points, preferably even by hand
Plan conscious breaks before you need them because you are exhausted
Set your own goals and review them regularly yourself
Do not forget to review what you have learned in a timely manner
Do self-tests after each learning unit and check your knowledge
Find study partners and exchange ideas about what you have learned
Secret tip: Active Recall instead of many repetitions!
Most people think that they learn particularly well when they read and repeat texts multiple times. In doing so, however, they make a significant error: You think that you know a lot because certain words and passages look familiar to you. Often, you then only skim the text. But in an exam situation, you can no longer remember it because you lack the little cues. Therefore, according to the Active Recall method, it makes much more sense to actively recall what you have learned from your own memory, without study materials and texts, and thus summarize the content independently.
The next time you read a text to learn the content, it's better to write down questions about the text that you then answer, instead of summarizing the most important information from the text!
Ideally, pass these tips directly on to your learners, whether in the online course or in the training itself. This gives your participants direct recommendations for action that they can implement independently. Support them in learning, for example by sending regular reminder emails for your online course. Offer participants the opportunity to contact you directly if they have any questions. Ensure a good learning environment from the start in the form of a learning culture in which learning is actually desired! All of these are factors that positively influence your participants' motivation to learn.
Conclusion
Even in adulthood, learning can be targeted and improved if learning strategies, motivation, and the learning environment are consciously designed.
Adults already bring a lot of experience, prior knowledge, and clear goals to the learning process. That is precisely where their great strength lies. When learning content has a direct connection to everyday life and can be processed in a self-determined way, both motivation and learning success increase.
The tips presented show that small changes in learning behavior can already make a big difference. Short learning units, regular reviews, self-tests, or methods like Active Recall help to anchor knowledge in the long term.
Those who understand learning as an active process and design it consciously can also develop new skills in adulthood and continuously educate themselves.
Frequently Asked Questions and Answers
How exactly does learning in adulthood differ from learning in children?
Adults generally learn in a more targeted manner and more from their own drive. While children's learning is often externally guided, adults orient themselves toward concrete problems from their everyday life or career. In addition, they bring more prior knowledge, making it easier to categorize and link new content.
Why is learning in adulthood sometimes more difficult?
Often, it is not due to age itself, but to external factors such as lack of time, distraction, or a lack of learning routine. Negative experiences from earlier learning phases can also play a role. However, with the right learning strategy and a suitable environment, the learning process can be made significantly easier.
Which learning methods are particularly effective for adults?
Methods such as microlearning, self-tests, or active recall are particularly effective. They help to actively process content, review regularly, and anchor it in the long term memory. The decisive factor is that learning is not just passive, but is actively designed.
How can you increase motivation when learning in adulthood?
Motivation arises primarily through relevance and practical application. When learning content can be applied directly in everyday life, the willingness to learn increases significantly. In addition, clear goals, small learning steps, and regular experiences of success help you to stick with it in the long run.
