Abstract
Two YouTube videos are discussed in this resource review:
As adult educators, we are continuously seeking engaging resources to bolster students’ understanding of adult learning theories. Neophytes in adult education, with previous learning and experiences, would benefit from a clear introductory description of adult learning theories connecting theory to practice. These two short, practitioner-oriented videos (totaling 30 min), offer a concise multimedia introduction to 14 popular adult learning theories, bridging foundational concepts with real-world pragmatic approaches to instruction and learning. Although the target audience is learning and development (L&D) professionals, this resource is valuable for adult educators in all contexts. Part one covers andragogy, experiential learning, transformational learning, action learning, self-directed learning, project-based learning, and behaviorism. Part two discusses cognitivism, constructivism, social learning theory, humanism, connectivism, Gagne’s conditions of learning, and Keller’s attention, relevance, confidence, and satisfaction (ARCS) model of motivation. The creator, Irina Ketkin, is an L&D professional with over 15 years of experience in the field. She is the founder of the L&D Academy and Learning Adventures, and her work includes creation, facilitation, and curation of L&D content.
Before delving into each theory, Ketkin (2023) explains the importance and role of adult learning theories. For each theory, a seminal, relevant scholar is cited (e.g. Knowles for Andragogy, Mezirow for Transformative Learning), followed by a prominent and useful description of each learning theory. Ketkin provides a creative metaphor or analogy to help the viewer understand each theory in simpler terms. For example, when describing self-directed learning, the creator equates the practice of beginning a “solo backpacking trip, where the learner sets the destination (i.e goals), maps out the path (consider resources), and laces up their boots (that is, take action).” This is particularly beneficial to help learners connect with new concepts.
After introducing each theory, the creator asks, “How can this be used in practice?” They describe examples of how adult educators, instructors, and trainers might apply each adult learning theory, allowing stakeholders to connect strengths to desired learning outcomes, fostering transfer to workplace, classrooms, and professional settings. Ketkin (2023) concludes the descriptions of adult learning theories by pointing out that aspects of theories can be combined to meet the needs of learners.
Throughout both videos, Ketkin (2023) uses an approachable tone and body language to draw in the viewer. The creator provides cogent descriptions without bogging down characterizations with unnecessary saturation. The videos are well-paced, providing viewers with appropriate, introductory-level details regarding each learning theory.
While the videos provide a strong overview and examples of popular adult learning theories, they have some limitations. The creator suggests learning theories can be used and combined to meet the needs of learners. Yet, the creator does not describe how this might be accomplished. A more thorough description of how and when this might be achieved (e.g. relating learning theories to course objectives or through the use of a needs/audience analysis) would strengthen the application of these theories.
A greater focus on the similarities and contrasts between concepts could create a better understanding of their critical attributes. Additionally, attention to the role of power, culture, and/or equity in L&D or adult education contexts, (via description of critical theory), would deepen the discussion. Finally, more explicit examples of how some of these theories apply to digitally mediated learning environments would strengthen the relevance of these foundational theories in present practice.
Overall, these videos serve as valuable resources for educators and learners alike, helping individuals better understand learning theories and their practice for adults across a range of settings. Adult educators might consider incorporating these videos into their graduate foundations or adult learning theories courses as an introductory overview with the various theories. Incorporating these videos as pre-class content, or within a flipped instructional model, would support learners’ initial exposure to key concepts while allowing class time for deeper discussion, application, and critical analysis. Practitioners in learning contexts outside of higher education could use the videos as their own learning tool to bolster L&D practices in their workplace. These videos would be an excellent addition to onboarding training for new adult educators and trainers alike. Both videos offer timely, practice-oriented resources bridging theory and practice and providing a valuable tool for adult educators across higher education and professional settings.
