How Adults Learn
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Adults learn differently for several reasons: adults are autonomous and self-directed; they are goal-oriented; they are relevancy oriented (problem-centered) - they need to know why they are learning something; they are practical problem-solvers; they have accumulated life experiences (Adult). All these factors mean that you cannot expect to teach adults the same way you teach children. Adults typically have different motivations for wanting to learn than children, such as making or maintaining social relationships; meeting external expectations (e.g. need for promotion); to learn to serve others better; for professional advancement; to escape their present position, or for stimulation if their present job is boring; or just out of pure interest. Instructors need to be aware of these differences, and the different motivations of adult learners so they can prepare appropriate instructional materials. There have been many attempts to construct theories or models of how and why adults learn, some more successful than others (Hiemstra). A few have drawn a lot of attention in the literature, but have not been thoroughly tested or developed and so have remained primarily associated with their originators. K. Patrician Cross was not trained in adult education, and it was not her main career, however she made a significant impact on the field with several publications during the seventies and eighties. She was involved with a number of publications which provided support for
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ly moving up the occupational ladder as he succeeded in his studies. Thus, he was a perfect example of success under the COR model.
Alan B. Knox is the Adult Learning professor at the University of Wisconsin, and has been involved in Adult Learning for nearly 40 years (Hiemstra). Knox identified a need to have certain proficiencies for helping adults learn, and these included understanding the field of continuing education, understanding adults as learners, having a positive attitude towards lifelong learning, and obtaining effective interpersonal relationship skills. He also set up areas of proficiency for administrators, teachers, counselors, and policy makers with regard to adult education. Knox defined proficiency as ôthe capability to perform satisfactorily if given the opportunity,ö and by performance he meant a combination of attitude, knowledge and skill.
Knox believed teachers and learners needed to understand discrepancies that might exist between current and desired proficiencies (Hiemstra). He believed understanding these discrepancies helped to explain the motives of adult learners and enabled those who help them to do so responsively and effectively. He believed proficiency-oriented learning had the highes
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Approximate Word count = 1674
Approximate Pages = 7 (250 words per page)
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