Learning theories - adult education approach

Learning theories are usually considered as the psychological phenomena and considered mostly in the context of psychology of learning. As much as deep knowledge of psychological characteristics and types of the learning process are important, there is also a need to examine their position and importance for learning and teaching of adults.
Significant differences between children and adults in the epistemological foundation of  learning, cognitive processes and paradigms of education, make learning theories a basis for choosing adequate didactical approach in teaching adults, and necessary background for the development of reflective practitioners.
There are many adult learning theories that have gained prominence. There’s no single  theory that can explain complex motivation, barriers, external and internal processes that  shape the learning process, each one sheds light on a particular aspect of adult learning.  Therefore, gaining insight into what motivates adults to learn, how their learning performances can be improved, what are the teaching methods that can boost learning processes, are building blocks for the successful teaching design. The more students are familiar with this knowledge base, and the more they develop the ability to reflect their own teaching practice, the more effective will be their teaching. This is true, as they have to be able to choose adequate approaches and methods for various social groups and their needs,  for different types of learners and their learning styles, but also for different goals, topics and content.
Knowing how adults tend and like to learn, knowing the capacities and the processes of adult learning, one can tailor educational programs and take advantage of adult learners. This knowledge allows selecting relevant content for adults, seeking application of obtained knowledge, connecting new knowledge with experience and the motivation to improve themselves.

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