Characteristics of Adult Learners: A Guide for Educators
Characteristics
of
Adult
Learners
Adults
are
heterogeneous
(diverse)
learners
Involve
learners
in
determining
their
own
learning
needs
and
how
to meet
them.
Expect
and
encourage
differences of
opinion
and
meaning.
Respect
the
unique
perspective
and
background
of
each
learner.
Try
to get
to
know
the
orientees as
individuals.
Adults
have
multiple
responsibilities
Recognize
that
other
responsibilities
may
interfere
with
readiness,
participation,
or
learning
achievement
(family,
social,
financial,
transport,
child
care
issues).
Provide
flexibility
in
scheduling,
teaching
strategies,
and
options
for
learning
to
make
education
convenient
for
adults.
Provide
opportunities
for
adults
to
participate
actively
in
all
phases
of
the
educational
experience.
Start
and
stop
learning
activities
on
time.
Adults
bring
various
life
and
work
backgrounds
to
the
current
educational
experience
Assess
past
experiences
and
incorporate
them
into
the
educational
activity.
Value
the
knowledge
and
skills
that
learners
bring
from
their
backgrounds
to
an
educational
environment.
Use
teaching
strategies
that
build
on
past
experiences.
Emphasize
the
relationship
between
past
experiences
and
present
content
to
encourage
transfer
of
learning.
Adults
may
be
less
flexible
as
learners
Be
open-minded
and
adaptable
in
designing
educational
activities.
Help
learners
integrate
new
concepts
with
previous
beliefs
and
perspectives.
Give
learners
time
to
work
through
new
information,
consider
how
new
concepts
fit,
and
reach
their
own
conclusions.
Expect
preceptees,
especially
those
with
considerable
work
experience,
to
question
and
to
challenge
the
agency’s
policies
and
procedures
when
these
differ
from
their
former
practices.
Adults
may
have
negative
past
learning
experiences
Provide
frequent
positive
reinforcement.
Create
a
learning
climate
that
is
conducive
to
a
positive
educational
experience.
Show
confidence
in
the
learner’s
abilities
to
acquire
the
necessary
knowledge
and
skills
to change
behavior.
Give
learners
positive
or
constructive
feedback
about
performance.
Adults
are
voluntary
learners
Assess
the
motivational
factors
that
influence
learner
participation
in
the
educational
activity.
Maintain
realistic
expectations
of
learners
based
on
their
motivation
for
attending
the
educational
activity.
Identify
and
respond
to
behavioral
cues
that
suggest
that
learner’s
needs
are
not
being
met.
Adults
are
problem-
centered
learners
Identify
and
meet
the
learner’s
priority
needs.
Focus
the
educational
content
on
concrete
essentials
that
learners
can
apply
to
their
own
situations.
Use
a
problem-
centered
approach
that relates
educational
content to
real-
life
situations.
Adults
are
knowledgeable
learners
Approach
learners
as
peers
who
area
knowledgeable
colleagues.
Display
mutual
respect
and
a
sense
of
collegiality
in
interactions
with
learners.
Encourage
learners
to
experiment
and
learn
from
their
mistakes
when
possible,
but
be
available
to
support
learners
when
needed.
Provide
helpful,
useful,
clear
information
using
realistic
scenarios
to
illustrate
content.
Most adults
are
self-
directed
in
their
learning
Provide
opportunities
for
learners
to
use
their
own
goals
and
expectations
to
evaluate
the
effectiveness
of
the
educational
activity.
Respond
to
evaluation
feedback
to
provide
additional
educational
support
or
make
changes
in
future
educational
activities.
Adults
of
different
ages
need
varying
degrees
of
support
in
learning
Create
a
learning
environment
that
is
comfortable
and
conducive
to
learning
for
individuals
with
varied
physical,
mental,
emotional,
and
social
capabilities.
Check
in
with
learners
often
to
adjust
the
pace
of
learning
activities
or
provide
support
as
needed.
Arrange
coverage
of
content
so
that
the
most
complex
or
challenging
material
is
addressed
when
learners
are
at
peak
performance.
Cover
more complex
and
difficult
material
early
in
the
day
and
use
interactive
sessions
later,
when
the
preceptee
is
more
likely
to
be
tired.
DePew,
Diane,
Patricia
Kummeth,
and
Adrianne
E.
Avillion.
"Chapter
3."
Nursing
Professional
Development:
Nursing
Review
and
Resource
Manual
.
Silver
Spring,
Mar.:
American
Nurses
Credentialing
Center,
2011.
21-22.
Print.
Adult learners are diverse in their backgrounds and responsibilities, necessitating a tailored approach to education. Educators should engage learners in determining their needs, respect their perspectives, and incorporate past experiences. Providing flexibility, positive reinforcement, and problem-centered learning can enhance adult learning experiences. Recognizing adults' self-directed nature and fostering a supportive environment are key to effective adult education.
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Presentation Transcript
Characteristics of Adult Learners Adults are heterogeneous (diverse) learners Involve learners in determining their own learning needs and how to meet them. Expect and encourage differences of opinion and meaning. Respect the unique perspective and background of each learner. Try to get to know the orientees as individuals. Adults have multiple responsibilities Recognize that other responsibilities may interfere with readiness, participation, or learning achievement (family, social, financial, transport, child care issues). Provide flexibility in scheduling, teaching strategies, and options for learning to make education convenient for adults. Provide opportunities for adults to participate actively in all phases of the educational experience. Start and stop learning activities on time.
Adults bring various life and work backgrounds to the current educational experience Assess past experiences and incorporate them into the educational activity. Value the knowledge and skills that learners bring from their backgrounds to an educational environment. Use teaching strategies that build on past experiences. Emphasize the relationship between past experiences and present content to encourage transfer of learning. Adults may be less flexible as learners Be open-minded and adaptable in designing educational activities. Help learners integrate new concepts with previous beliefs and perspectives. Give learners time to work through new information, consider how new concepts fit, and reach their own conclusions. Expect preceptees, especially those with considerable work experience, to question and to challenge the agency s policies and procedures when these differ from their former practices.
Adults may have negative past learning experiences Provide frequent positive reinforcement. Create a learning climate that is conducive to a positive educational experience. Show confidence in the learner s abilities to acquire the necessary knowledge and skills to change behavior. Give learners positive or constructive feedback about performance. Adults are voluntary learners Assess the motivational factors that influence learner participation in the educational activity. Maintain realistic expectations of learners based on their motivation for attending the educational activity. Identify and respond to behavioral cues that suggest that learner s needs are not being met.
Adults are problem-centered learners Identify and meet the learner s priority needs. Focus the educational content on concrete essentials that learners can apply to their own situations. Use a problem-centered approach that relates educational content to real-life situations. Adults are knowledgeable learners Approach learners as peers who area knowledgeable colleagues. Display mutual respect and a sense of collegiality in interactions with learners. Encourage learners to experiment and learn from their mistakes when possible, but be available to support learners when needed. Provide helpful, useful, clear information using realistic scenarios to illustrate content.
Most adults are self-directed in their learning Provide opportunities for learners to use their own goals and expectations to evaluate the effectiveness of the educational activity. Respond to evaluation feedback to provide additional educational support or make changes in future educational activities. Adults of different ages need varying degrees of support in learning Create a learning environment that is comfortable and conducive to learning for individuals with varied physical, mental, emotional, and social capabilities. Check in with learners often to adjust the pace of learning activities or provide support as needed. Arrange coverage of content so that the most complex or challenging material is addressed when learners are at peak performance. Cover more complex and difficult material early in the day and use interactive sessions later, when the preceptee is more likely to be tired. DePew, Diane, Patricia Kummeth, and Adrianne E. Avillion. "Chapter 3." Nursing Professional Development: Nursing Review and Resource Manual. Silver Spring, Mar.: American Nurses Credentialing Center, 2011. 21-22. Print.
