Houle's typology of adult learners as goal-oriented, activity-oriented and learning-oriented¶

Theory · All theories
Evidence · no claims cited

Description¶

Houle's 1961 study The Inquiring Mind, from which concepts of self-directed learning first emerged, classified adult learners into three orientations. Goal-oriented adults learn to meet identified needs pragmatically; activity-oriented adults participate for reasons "unrelated to the purposes or content of the activities", valuing social interaction; learning-oriented adults treat learning as a constant, with a desire to learn that took on "an almost religious meaning". The review identifies the learning-oriented group as closest to what later became known as self-directed learners.

Design Implications¶

Context¶

Requirements¶

• The typology derives from Houle's qualitative study of adults who continue to learn; the review presents it as the origin point for subsequent self-directed learning research.

Constraints¶

Target Learners¶

• adults in continuing and informal education

Target Learning Objectives¶

• understanding adults' motivations and orientations toward learning

Claims¶

Related Theories¶

• Three-dimension framework distinguishing self-initiated learning, self-direction as personal attribute, and self-direction as educational goal

Examples¶

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Key Sources¶

• Percy, K., Burton, D., & Withnall, A. (1994). Self-Directed Learning among Adults: The Challenge for Continuing Educators. Association for Lifelong Learning. https://eric.ed.gov/?id=ED382882