Adult learners

Learning Objectives: At the conclusion of this workshop, you’ll be able to: ,[object Object]

Identify the characteristics of adult learners

Determine the factors that serve as a source of motivation for adult learners

Discuss three critical learning strategies for effective instructors2933700328295238760067945YOU0YOU 520700273685Adult Learning ModelAndragogyCharacteristics0Adult Learning ModelAndragogyCharacteristics2178050267335QuestionsWhat Strategies are we using?Are they working?0QuestionsWhat Strategies are we using?Are they working?3879850267335StrategiesResearch Based Best PracticesTools to Enhance YourTEACHING0StrategiesResearch Based Best PracticesTools to Enhance YourTEACHING45720001339850116840013398500116840013398500 Difference between Andragogy and Pedagogy PedagogyAndragogyThe learnerDependent. Teacher directs what, when, how a subject is learned and tests that it has been learnedMoves towards independence. Self-directing.Teacher encourages and nurturethis movementThe learner's experienceOf little worth. Hence teaching methods are didacticA rich resource for learning. Hence teaching methods include discussion, problem-solving etc. Readiness to learnPeople learn what society expects them to. So that the curriculum is standardizedPeople learn what they need to know, so that learning programmes organised around life application. Orientation to learningAcquisition of subject matter. Curriculum organized by subjectsLearning experiences should be based around experiences, since people are performance centred in their learning Adults as Learners: Autonomous and Self-directed. They need to be free to direct themselves. Their instructors must actively involve adult participants in the learning process and serve as facilitators to them. The instructors should get participants’ perspectives about what topics they cover and let them work on projects that reflect their interest Accumulated foundation of life experiences and knowledge that may include work related activities, family responsibilities, and previous education. They need to connect learning to this knowledge experience. Instructors should draw out participants’ experience and knowledge experience which is relevant to the topic. Instructors could relate the theories to concepts to the participation and recognize the value of experience in Learning. Goal-oriented. Upon enrolling in the class they usually know what goal they want to attain. Students therefore, appreciate an educational program that is organized and has clearly defined elements. Instructors need to show how their class will help them attain the student’s goals. Relevancy-oriented. Adults must see a reason for learning; how it applies to their work or other responsibilities that are important to them. This means instructors must identify their objectives of adult participants before the course begins .This also means that theories and concepts must be related to a familiar setting to participants. This need can be fulfilled by letting the participants choose projects that reflect their own interest. Practical. The material presented must be useful to the participants. Most adults will not be interested in knowledge for knowledge sake. Interests are generally impacted by the topic’s usefulness to their jobs. It is important that the instructor demonstrates how the material is going to be used in practical application. Four Critical Elements of Learning There are four critical elements of learning that instructors need to keep in mind. Motivation: If the participant does not recognize the need for the information, the instructor’s efforts to assist the participant to learn will be in vain. The instructor must establish rapport and prepare participants for learning. Participants need feedback and rewards (not necessarily monetary) on the results of their learning. Reinforcement: Reinforcement is a very necessary part of the teaching/learning process; through it, instructors encourage correct modes of behaviour and performance. Reinforcement should be part of the teaching-learning process to ensure correct behaviour. Instructors need to use it on a frequent and regular basis early in the process to help the students retain what they have learned. Then, they should use reinforcement only to maintain consistent, positive behaviour. Retention: Students must retain information from classes in order to benefit from the learning. The instructors' jobs are not finished until they have assisted the learner in retaining the information. In order for participants to retain the information taught, they must see a meaning or purpose for that information. The must also understand and be able to interpret and apply the information. This understanding includes their ability to assign the correct degree of importance to the material. The amount of retention will be directly affected by the degree of original learning. Simply stated, if the participants did not learn the material well initially, they will not retain it well either. Transference: Transfer of learning is the result of training -- it is the ability to use the information taught in the course but in a new setting .Transference is most likely to occur in the following situations: ,[object Object]

Similarity -- the information is similar to material that participants already know; that is, it revisits a logical framework or pattern.

Adult learners

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