Adult learning characteristics

Duration: 12min 23sec Views: 1919 Submitted: 27.10.2020
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It is therefore important to be fully aware of the special characteristics of the adult learner. Relevance of the Learning Adults come to class for a particular reason. They have to know what they are learning, and why they are learning it. They would be most motivated when their learning is relevant to their interests, their work, family life, financial management, or to a specific objective they may have. Personal Values and Pre-conceptions Unlike children, adult learners already have a set of values and preconceptions about the world they live in. These may be highly articulated, or held subconsciously, or anywhere in between.

6 Key Characteristics of Adult Learners

8 Important Characteristics Of Adult Learners - eLearning Industry

When it comes to learning, adults are not over sized children. Maturity brings unique characteristics that affect how adults are motivated to learn. By appealing to the unique qualities of adult learners, we can design more effective and motivating online courses. Hi Tricia — The pub date is I think Clark Quinn summarized this perfectly.

Characteristics of Adult Learners

Malcolm Knowles adapted the theory of Andragogy, teaching strategies for adult learners, to adults learning in the s. Understanding these characteristics will help you inspire your agents to improve their skills, improve the quality of your training and improve the quality of your contact center. Agents will be more receptive and committed to training if they understand why it is important to the organization, their management, the customer and most importantly themselves. Providing the why as early as possible, such as when initially scheduling the training and then again at the beginning of the training, will help ensure your agents get the most out of the training.
Andragogy is the study of how adults learn and is a theory developed by Malcolm Knowles based on a variety of research centered on adult development, needs, and learning styles. More recent theories of adult learning have called these assumptions into question, proposing that there may be degrees or certain conditions under which they apply or that self-direction, for instance, may be desirable but not always the reality of adult learners. Nevertheless, these assumptions continue to serve widely as a general guide for thinking about adult learners. Adults are results-oriented and want to shift quickly from theory to application. Adult learners are intrinsically motivated and work best when learning has clear, relevant goals.