ATTRIBUTES AND DISTICTIVE FEATURES OF ADULT LEARNING AND

DEVELOPMENT

In Andragogy or adult learning theory, it is presumed that adults have specific learning
requirements. The adult learning theory also suggests that the best learning
environments are the ones that are collaborative and utilize a problem-based
approach.It is important to note that not every student is in the adult learner stage. With
this in mind, it is encouraged that students be made aware of the traits of adult learners,
and aspire to gain a few of these characteristics

6 Main Characteristics of Adult Learners

1. Adult learning is self-directed/autonomous

Adult learners are actively involved in the learning process such that they make
choices relevant to their learning objectives. As such, adult learners also direct their
learning goals with the guidance of their mentors. As an educator, it is important to
facilitate the process of goal-setting. Students need to be given the freedom to
assume responsibility for their own choices. When it comes to workload, they also
need to be proactive in making decisions and in contributing to the process.

2. Adult learning utilizes knowledge & life experiences

Under this approach educators encourage learners to connect their past
experiences with their current knowledge-base and activities. Learners are taught
ways to bring to their current placement past knowledge, opinions, and experiences.
Educators need to be well-versed in how to help students in drawing out relevant
past knowledge and experiences. In addition, educators must know how to relate
the sum of learners’ experiences to the current learning experiences.

3. Adult learning is goal-oriented

The motivation to learn is increased when the relevance of the “lesson” through
real-life situations is clear, particularly in relation to the specific concerns of the
learner. The need to acquire relevant and adequate knowledge is of high
importance. With this in mind, adult learning is characterized as goal-oriented and
intended learning outcomes should be clearly identified. Once the learning goals
have been identified, it is now imminent to align the learning activities such that
these objectives are fulfilled within a certain period of time. This approach is a great
way to maximize a students’ learning experience.

4. Adult learning is relevancy-oriented

One of the best ways for adults to learn is by relating the assigned tasks to their
own learning goals. If it is clear that the activities they are engaged into, directly
contribute to achieving their personal learning objectives, then they will be inspired
and motivated to engage in projects and successfully complete them.
5. Adult learning highlights practicality
Placement is a means of helping students to apply the theoretical concepts learned
inside the classroom into real-life situations. It is very important for educators to
identify appropriate ways and convert theoretical learning to practical activities!
Learning is facilitated when appropriate ways of implementing theoretical knowledge
in real life situations are made clear.

6. Adult learning encourages collaboration

Adult learners thrive in collaborative relationships with their educators. When
learners are considered by their instructors as colleagues, they become more
productive. When their contributions are acknowledged, then they are willing to put
out their best work.

.Knowles’ Theory

Before 1950, pretty much everything we knew about learning methods was centered around the
way kids operated. After all, traditional schooling was pretty much how and where education
took place. Finally, adult educator and researcher Malcolm Knowles adopted the term
“andragogy” to refer to the unique motivators adult learners used. While children required more
extrinsic motivation and relied on instructor-led methods, Knowles noticed that adults were self-
directed and relied heavily on their past life experiences when they approached learning
opportunities.
Knowles defined a theory about adult learners that helped educators receive better insight into
how/why adult learners learn, including:

 Adults are self-directed

 Adults use their past experiences as learning resources
 Adults are motivated to learn in relation to their social roles
 Adults prefer to learn solutions that can be applied in realistic situations
 Adults rely on intrinsic motivations

ADULT LEARNERS' TRAITS

Adults are characterized by maturity, self-confidence, autonomy, solid decision-making, and are
generally more critical, multi-tasking, purposeful, self-directed, experienced, and less open-
minded and receptive to change. All these traits affect their motivation, as well as their ability
to learn.

1. Self-direction
Adults feel the need to take responsibility for their lives and decisions and this is why
it’s important for them to have control over their learning. Therefore, self-
assessment, a peer relationship with the instructor, multiple options and initial, yet
subtle support are all imperative.
2. Practical and results-oriented
Adult learners are usually practical, resent theory, need information that can be
immediately applicable to their professional needs, and generally prefer practical
knowledge that will improve their skills, facilitate their work and boost their
confidence. This is why it’s important to create a course that will cover their
individual needs and have a more utilitarian content.
3. Less open-minded And therefore more resistant to change.
Maturity and profound life experiences usually lead to rigidity, which is the enemy of
learning. Thus, instructional designers need to provide the “why” behind the
change, new concepts that can be linked to already established ones, and promote the
need to explore.
4. Slower learning, yet more integrative knowledge
Aging does affect learning. Adults tend to learn less rapidly with age. However, the
depth of learning tends to increase over time, navigating knowledge and skills to
unpr
5. Use personal experience as a resource
Adults have lived longer, seen and done more, have the tendency to link their past
experiences to anything new and validate new concepts based on prior learning. This
is why it’s crucial to form a class with adults that have similar life experience levels,
encourage discussion and sharing, and generally create a learning community
consisting of people who can profoundly interact.
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6. Motivation
Learning in adulthood is usually voluntary. Thus, it’s a personal choice to attend
school, in order to improve job skills and achieve professional growth. This
motivation is the driving force behind learning and this is why it’s crucial to tap into a
learner’s intrinsic impetus with the right thought-provoking material that will
question conventional wisdom and stimulate his mind.
7. Multi-level responsibilities
Adult learners have a lot to juggle; family, friends, work, and the need for personal
quality time. This is why it’s more difficult for an adult to make room for learning,
 while it’s absolutely crucial to prioritize. If his life is already demanding, then the
learning outcome will be compromised. Taking that under consideration, an
instructional designer needs to create a flexible program, accommodate busy
schedules, and accept the fact that personal obligations might obstruct the learning
process.
8. High expectations
Adult learners have high expectations. They want to be taught about things that will
be useful to their work, expect to have immediate results, seek for a course that will
worth their while and not be a waste of their time or money. This is why it’s
important to create a course that will maximize their advantages, meet their individual
needs and address all the learning challenges.
MOTIVATION IN ADULT EDUCATION THEORY
What is Adult Learning?
An adult learner is "a self-directed person, 24 years of age and above whose engagement and
readiness to learn is based on the immediate applicability to the development tasks of his/her
social role incorporating his/her reservoir of experience. Learning is "any process leading to a
change in efficiency or use of conscious and unconscious cognitive processes that lead to a
permanent capacity change not solely caused by biological maturation or aging" (Chao,
2009, p. 906). Therefore, adult learning is any process completed by any adult that leads to the
type of learning referred to in the above definition.
Motivation towards adult learning can be categorized into three main areas:

 Work / Economic
 Personal
 Social

What are strengths and weaknesses of Motivation in Adult Learning?

Strengths
Adult learners generally know their goals, needs, and values. They are also typically highly
motivated, self-directed, relevancy-oriented, and learn best from experience. This knowledge
and these qualities make them easier to motivate.

Weaknesses
Many adult learners were taught in traditional classrooms and may be unfamiliar and ecedented
personal levels. uncomfortable with the new technology and methods for instructing and
learning. They may also have obligations that can interfere with their motivation to learn.

HOW IS THE MOTIVATION IN ADULT LEARNING THEORY APPLIED IN

PRACTICAL SETTINGS?

Motivational Strategies are methods used by an instructor to enhance a learners'

motivation.

Motivational Application in Educational setting

Strategy
1. Allow groups to work together to:
 1. Establish Inclusion
 Apply skills learned
 Construct meaning
 Find solutions to problems

2. Ensure that the following features are incorporated in

2. Develop a Positive the learning environment:
Attitude
 Concrete evidence that effort makes a difference
 Continuous feedback on learning progress
 Effective Instruction

 3. Utilize a variety of strategies to enhance student engagement

3. Enhance Meaning  Change methods of instruction

 Change materials used during
instruction
 Change interpersonal learning patterns

4. Create authentic performance tasks for assessment purposes. Tasks are

authentic if they:
4. Engender
Competence  Require evaluation and innovation
 Use real-life contexts
 Assess the learners’ ability to integrate new learning
 Allow opportunities for feedback and product or performance
refinement
 Are realistic

Individual Learning refers to the attainment of knowledge through teacher instruction

and individual practice in a classroom. Academic Performance involves the grades on tests that
are achieved by each individual student. A Group includes two or more students who work
together to complete a task.

Individual learning lets students work at their own pace, which has positives and negatives.
Some students will finish quickly and either feel accomplished or be bored in class. Others may
not finish in class and plan to finish at home (which may or may not happen). Additionally,
individual learning requires students to manage their time, which some students may not handle
well. Teachers should spend time teaching study skills if necessary and should always provide
structure with individual learning. Teaching collaborative learning takes planning, maybe more
in the secondary setting. Elementary and middle school students are often eager to work
together, but high school students may be wary of doing so. Teachers must explain expectations
and assign different roles for each group member. Teachers must monitor students so they stay
on task. Students may work faster than they do individually because they have more help. They
could work slower, however, if the group does not function well or if some members need extra
explanations.
Student Diversity
As your students enter the classroom, they bring with them a unique background, set of skills,
and educational needs. No two students learn the same because of these traits. Diversity in the
classroom does not just refer to cultural diversity but also refers to diversity in skills, knowledge,
and needs. It is important to understand these attributes in order to effectively teach your
students.
This lesson will share how you can learn about your students and what to do after you've got the
information you need to understand each student's needs