Adult Learning Principles

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Adult Learning Principles

Overview

Adults have a particular learning style as does any other group of individuals who come to an educational institution to gain knowledge and skill for a particular purpose e.g. to learn to think, or to prepare them for a career in the world. Some of the requirements that are particular to adults are driven by the fact that they are mature individuals who in many cases have direction and motivation towards a goal. In addition, they have also achieved a measure of knowledge and expertise that has conditioned and prepared them for a set of expectations in their adult life and for their educational experiences. Therefore, many adults expect that they not only will be able to learn new information as they participate in coursework, but that they will also be able to share what they have learned through their past educational and work experience. Therefore, an interactive learning model is an effective instructional model for adults (Hirsh & Ponder, 11).

Adult learners respond to an interactive learning model for many reasons. Some of those reasons are adults

Want to know what the goals are of the course/training or exactly what they are to gain from taking a course.

Demand clear outline of expectations for their learning experience.

Expect a direct application of what and how the knowledge and skill that is being taught them will translate to their ability to fulfill their daily career challenges and the requirements that will enhance their career paths.

Require time to interact with others which allows them the opportunity to articulate their learning and to learn from their peers.

Respond to interesting presentation and interactive models which include simulations, problem-solving group work, case study analysis and the like. Adults in many cases have taken time away from their many obligations and responsibilities at a significant sacrifice to attend a course and therefore, demand interesting and effective methodology that will increase learning.

Require the assessment of their performance to be directly tied to instruction with immediate feedback.

Work and attend courses at night or during their working hours want all knowledge and skills that they learn today to be directly applicable to what they do tomorrow. Many of these adults feel that their time is too valuable to be spent debating theory or philosophical issues. Therefore, approximately 10 percent of instruction should be spent building philosophical foundations. The remaining 0 per cent of instruction should focus on increasing the skill and knowledge level of the practitioner for their many professional challenges out in the field (Joyce, 10).

In conclusion, restructuring the way we teach developing professionals to go out into the world of work as a well prepared contributor largely depends not only on the relevance of knowledge that we impart but the effective methodology we use to model sound work place skills. The practice of using an interactive teaching model is an example of such methodology and effective work place modeling.

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