Running Head: Adult Learners Adult Learners Adult Learners Quite understandably, compared to children and teen learning, adult learning is something entirely different. Nevertheless, for many years, adult learning did not receive the acknowledgement of being a separate field of study…
First, unlike children, adults are autonomous are self-directed. Adults can take up the responsibility of their learning process and rather than dictating, teacher and educators can take up the role of facilitators. Rather than forcing, pushing, or punishing adult students, the teacher can assume the role of a guide. Second, adults possess great wealth of knowledge in form of their experiences. Over their lives, they have seen the world closely and in order for teaching to be effective, the educator should help the adult students to link their experiences with theories, concepts, and tools learnt. This would help facilitate the learning process greatly. Third, adults are more likely to have clear goals and objectives with their studying. When they enroll for a class or a program, they know exactly what they want to achieve out of this course. Instructor or educator has to make sure that the course objectives should be in line with the objectives of the learners so that they could feel motivated about their learning (Rothwell, 2008). Fourth, due to various reasons, adults are more likely to be relevancy orientated. ...
ults who may go on to leave the learning process if they feel that their personality, opinions, ideas, thoughts and presence is not respected by other people and especially the educator (Knowles, Holton & Swanson, 2011). Sixth, adults seek constructive criticism and they are seeking feedback. They are least likely to be ship with rudders moving into circles without any sense of direction. They prefer to be corrected when they are making a mistake and they appreciate praise and applause when they have done something correctly. However, the tricky part here is the fact that while providing this critical feedback the educator has to ensure that he or she does not tear the person down but takes a very diplomatic and professional approach. Seventh, adults may have different backgrounds and different learning speeds. Furthermore, some learners may learn with great pace and some might be very slow to cope. Therefore, for effective teaching or training, the educator has to be flexible and must use different methods to address the need of the students. These methods may include group discussion, lectures, case study, demonstrations, field trips, games, note taking, question and answer, multimedia presentations, videos, panel and guest lectures and so on (Knowles, Holton & Swanson, 2011). Motivation and Adult Learning While dealing with teens and children, much of the focus remains on reward and punishment for motivating them for the learning process. In fact, at times, the concept of motivation itself becomes irreverent. However, this is not the case with adults. Motivation for learning is important and there are six sources of the same. First, adults may be motivated to a learning process because that learning environment or education may help them in developing friendships ...
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