Toward a Theory of Learning How To Learn

Abstract

Analysis of the literature suggests that adult educators and adult learners have much to gain from a clearer conceptualization of a theory of the nature and implications of learning how to learn—a concept that involves the adult's having, or acquiring, the knowledge and skill essential to learning effectively in whatever (learning) situation he encounters. The concept can be shown to have relevance for successful programming and learning in the three major modes: learning on one's own, collaborative learning, and institutional learning. This study (1) explores problems of definition, (2) describes both learning style and training-organized activity for helping the adult to achieve competence in learning— as dimensions or interrelated sub-concepts of learning how to learn, (3) identifies needed research and (4) suggests that the success or failure of programs and learning episodes is often determined by the way in which the implications of this concept are taken into account.