15 Facts About How People Learn

Learning generally means that something has changed in what a person knows, understands, can do or can apply. A learner may acquire new knowledge, improve a skill, change an assumption or develop a better way of solving a problem.

People do not approach a new subject with an empty mind. What someone already knows can make new information easier to understand because the learner can connect it to existing knowledge. However, previous assumptions can also create misunderstandings if they are inaccurate.

A person may understand an explanation without being able to perform the task independently. For example, someone can understand the principles of public speaking but still need practice before confidently delivering a presentation. This distinction becomes important when developing skills.

Application provides an opportunity to move from knowing about something to actually doing it. Practice becomes more useful when it is purposeful, appropriately challenging and accompanied by feedback.

Feedback helps learners identify what worked, what did not work and what they can change. Without useful feedback, learners may repeatedly practise an ineffective approach.

People are more likely to invest sustained effort when they see value in what they are learning. A student may work harder at a subject when they understand how it connects to a future goal.

Questions are powerful learning tools. Curiosity encourages people to investigate: Why does this happen? How does it work? What happens if I change something? Where can this be applied? What am I missing?

Workplaces, homes, communities, churches, businesses, projects and personal experiences can all become learning environments. Formal education is important, but it is not the only source of learning.

The environment can influence access to information, resources, teachers, mentors, feedback, practice and opportunities. Therefore, learning difficulties should not automatically be interpreted as personal deficiencies.

An error can provide useful information. The important question is what happens after the mistake. When a learner understands the error, receives useful feedback and changes the approach, the mistake can become part of the learning process.

A person's learning does not have to stop after secondary school, university or professional training. New technologies, occupations, responsibilities and life experiences continually create new learning requirements.

A person may find certain forms of exploration or problem-solving especially engaging because they connect with their natural tendencies. That does not mean a person is limited to those areas. Instead, natural gifts can provide useful clues about areas in which someone may enjoy developing capability.

Knowing something in one situation does not necessarily mean someone can use it in another. Deeper learning includes the ability to recognize when knowledge or a skill can be applied to a new problem.

Knowledge can provide the foundation for skill development. Skill generally requires application and performance. A person may know the principles of financial management but still need experience managing an actual budget.

Learning becomes particularly meaningful when people can see why it matters. This is one reason career exploration should not focus only on courses and qualifications.