The Learning Gap

An important part of the instructional design process is identifying the desired results and instructional goals of learning. The difference between the learner’s current state and the desired state is the “learning gap.”

Types of Learning Gaps

For some adult learners, the desired state could be to successfully complete a high school equivalency exam. However, adult learners have many other wants and motivations. When designing instruction for adult learners, it is important to consider that many have high-level entry skills and existing knowledge. After considering a learner’s current state (i.e. reading ability, time, money, life experience, formal education attained, etc.) and their desired state, a number of learning gaps could affect your learner’s success. The list below describes possible types of gaps (Dirksen, 2012). Pause for a minute to consider what they might mean in terms of the persona we have been considering.

• Knowledge Gaps – Some students simply do not know or have not been exposed to the right information.
• Skills Gaps – Some students know the information, but have not had sufficient practice to be able to perform successfully.
• Motivation Gap – When knowledge and skills are present you may need to consider attitude and motivation.
• Environmental Gap – There are a surprising number of potential environmental roadblocks for ABE learners. Where do they study? Do they have the right tools? Do they have enough time?
• Communication Gap – At times the biggest gap is not knowledge, skill, or motivation. When thinking about learning gaps make sure to consider that the right messages are being sent between instruction and learner.