Learning in a World Full of Content: Why Active Learning Matters

By Dr Joe Gaunt

Adult learning has a proper name: andragogy.

Not exactly a word that sparks excitement, but the idea behind it absolutely does.

Andragogy refers to the theory and practice of adult learning, most notably articulated by Malcolm Knowles. His work highlights that adults learn differently from children due to their prior experiences, intrinsic motivation, and preference for autonomy and relevance (Knowles et al., 2015). At its core, andragogy emphasises self-directed learning and practical application.

As a psychologist, learning has never just been theoretical for me, it’s lived, practised, tested, and refined. Alongside clinical work, formal training in teaching and assessment has deepened my interest in how adults actually learn, not just what they consume.

And let’s be honest, we’re living in a golden age of learning.

Podcasts, audiobooks, online courses, newsletters, and self-help books are more accessible than ever. While this abundance creates opportunity, it also increases the risk of surface-level engagement, where learning feels productive without necessarily being transformative.

In fact, “What podcasts do you listen to?” has quietly become a social shorthand, a marker of identity and self-development. Yet enjoyment or exposure alone does not reliably translate into learning that sticks.

Many people have experienced finishing a podcast or book feeling inspired, only to realise later that little has changed. This is not a failure of motivation or intelligence, it reflects how learning works.

Research in learning science shows that active learning, rather than passive consumption, is essential for meaningful retention and application (Lombardi & Shipley, 2021). Active learning involves engaging cognitively with material through reflection, decision-making, or application, rather than simply listening or reading.

Without this engagement, learners are more likely to experience an illusion of learning,  the feeling that something has been learned without durable understanding or behavioural change.

This aligns closely with adult learning theory: adults learn best when they take ownership of learning, connect it to prior experience, and apply it in real-world contexts (Knowles et al., 2015).

Rather than consuming more content, the more effective shift is learning how to engage more intentionally with what we already access.

Practical ways to support active learning

• Pause in the moment. When something resonates, stop and capture it. Identify why it matters and how it applies to your context.

• Consolidate key ideas. After finishing a podcast or chapter, summarise the most relevant points in your own words - a process shown to deepen understanding and memory (Mayer, 2020).

• Revisit and reflect. Returning to learning over time supports integration and reduces passive familiarity being mistaken for mastery (Lombardi & Shipley, 2021).

Learning doesn’t fail because information is scarce.
It fails when insight never meets action.

In a world overflowing with content, engagement (not volume) is the true differentiator. But this problem isn't new, and on that note, I will leave you with one of my favourite quotes...

"The purpose of knowledge is action, not knowledge" - Aristotle 

References 

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

Lombardi, D., & Shipley, T. F. (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974

Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.