Traditional professional education models, such as lengthy workshops with minimal practice, were common for those who started their careers between 1990-2015 while hybrid models combining synchronous sessions with virtual recordings of lectures followed by multiple choice questions became increasingly common after 2015 and leading up to the pandemic (O’brien, 2001; Watkins, 2020). For those starting in 2020 until now, most of the education has been virtual, often self-directed and lacking human connection. Without careful consideration of human-centered design, these unidirectional approaches are often ineffective, as adult learners rarely apply skills taught without practical application.
According to research and the "70:20:10 rule" in adult learning, only a small percentage, 5-10% of what adults learn comes from traditional lecture formats, with most of the learning happening through experiential, social, and self-directed methods.
At Proximate Learning, we believe that:
Active learning is better.
Learning is more effective when adults engage in activities like discussions, practice, and hands-on experiences.
Informal learning dominates:
Most adult learning happens outside of formal classroom settings through on-the-job experiences, peer interactions, and self-directed learning.
Interactive learning improves information retention.
Studies suggest that people retain only a small amount of information from lectures alone, often cited as around 5%.
Real time gatherings are valuable for fostering connections with employees, partners, and leaders, but the focus should shift toward networking, peer learning, and active group discussions. This can include conferences, workshops, group coaching, mentoring, and virtual events that create space for professionals to be interactive. With that said, lectures should be brief and prioritized for on-demand formats. Proximate Learning offers a variety of services designed to enhance professional development, including learning labs, career coaching, consensus building sessions, and more. Sign up for our newsletter at proximatelearning.com to stay updated with upcoming professional learning opportunities!
References:
O’Brien, M.A., Freemantle, N., Oxman, A.D., Wolf, F., Davis, D., & Herrin, J. (2001). Continuing education meetings and workshops: effects on professional practice and health care outcomes. The Cochrane database of systematic reviews, 2, CD003030.
Watkins, S.C. (2020). Simulation-Based Training for Assessment of Competency, Certification, and Maintenance of Certification.
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