Difference between revisions of "Page 4.1"
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| + | ===Adult learners needs and requirements=== | ||
| + | Adult learners have characteristics and needs that set them apart from school pupils. More precisely, school learners participate in learning having very general goals; for example to be educated or to succeed in university entrance processes. They may also participate simply because they are obliged to do so. This does not apply to adults, who take part in adult learning having very specific needs and interests. The underlying reasons for participation in adult learning vary and are dependent on the different stages of the adult learner’s life; the purposes which often trigger motivational mechanisms towards adult learning can be categorised as: | ||
| + | *professional | ||
| + | * personal | ||
| + | * social | ||
| + | *affiliation | ||
| + | *and prestige-related. | ||
| + | Adults’ needs can be described as concrete and immediate. Adult learners are rarely willing to participate in long theoretical discussions; they are more likely to demonstrate interest in theory when this is combined with practice. Furthermore, interest is exemplified when practice in closely related to real-life situations and problems and can be applied to address specific objectives whether these are professional or personal. | ||
| + | As Karastathi (2013) states: ''‘they do not care so much for future application of knowledge but rather they want to see immediate applications’''. | ||
| + | The need of adults for immediate and direct applicability of skills built through learning was also brought into focus by the siLang study that targeted adult learners and language trainers. | ||
| − | + | Coupled with this, adults have '''accumulated life experiences'''. Their spectrum of experiences is diverse. They tend to favour practical learning activities that enable them to draw on their prior experiences and knowledge. Previous knowledge is the starting point for the acquisition of new knowledge and skills. An interesting characteristic of adult learners is that they have already adopted specific learning styles and preferences in educational delivery processes. Honey and Manfold (1989, cited in Kokkos n.d, p. 91) brought into focus commonly perceived comments by adult learners that indicate four different learning attitudes and styles. It is important to take into consideration the way adult learners learn better but also to gently build upon their preferences and to suggest additional learning pathways. | |
| − | + | ||
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| + | ---- | ||
| + | Click [[Page 4|here]] to go back | ||
| + | Click [[Main Page|here]] to go to the homepage | ||
Revision as of 17:56, 27 November 2013
Adult learners needs and requirements
Adult learners have characteristics and needs that set them apart from school pupils. More precisely, school learners participate in learning having very general goals; for example to be educated or to succeed in university entrance processes. They may also participate simply because they are obliged to do so. This does not apply to adults, who take part in adult learning having very specific needs and interests. The underlying reasons for participation in adult learning vary and are dependent on the different stages of the adult learner’s life; the purposes which often trigger motivational mechanisms towards adult learning can be categorised as:
- professional
- personal
- social
- affiliation
- and prestige-related.
Adults’ needs can be described as concrete and immediate. Adult learners are rarely willing to participate in long theoretical discussions; they are more likely to demonstrate interest in theory when this is combined with practice. Furthermore, interest is exemplified when practice in closely related to real-life situations and problems and can be applied to address specific objectives whether these are professional or personal. As Karastathi (2013) states: ‘they do not care so much for future application of knowledge but rather they want to see immediate applications’. The need of adults for immediate and direct applicability of skills built through learning was also brought into focus by the siLang study that targeted adult learners and language trainers.
Coupled with this, adults have accumulated life experiences. Their spectrum of experiences is diverse. They tend to favour practical learning activities that enable them to draw on their prior experiences and knowledge. Previous knowledge is the starting point for the acquisition of new knowledge and skills. An interesting characteristic of adult learners is that they have already adopted specific learning styles and preferences in educational delivery processes. Honey and Manfold (1989, cited in Kokkos n.d, p. 91) brought into focus commonly perceived comments by adult learners that indicate four different learning attitudes and styles. It is important to take into consideration the way adult learners learn better but also to gently build upon their preferences and to suggest additional learning pathways.
