|
Learning Principles |
Implications for Course Design |
|
The adult is a partner with the instructor
in the learning process. |
Participants should actively influence the
learning approach. |
|
Adults are capable of taking responsibility
for their own learning. |
Incorporate self-directed learning
activities in the course design. |
|
Adult learners gain through two-way
communication. |
Avoid over-use of lectures and 'taking-to',
emphasise discussion. |
|
Adults learn through reflection on their
and others' experience. |
Use interactive methods such as case
studies, role-playing, etc. |
|
Adults learn what they perceive to be
useful in their life situations. |
Make the content and materials closely fit
assessed needs |
|
Adults' attention spans are a function of
their interest in the experience. |
Allow plenty of time to process the
learning activities. |
|
Adults are most receptive to instruction
that is clearly related to problems they face daily. |
Include application planning in each
learning activity. |
|
Adults learn best when they are being
treated with respect. |
Promote giving inquiry into problems and
affirm the experience of participants |
|
Adults do not typically see themselves as
learners. |
Give participants a rationale for becoming
involved and provide opportunities for success. |
|
Adults learn better in a climate that is
informal and personal. |
Promote getting acquainted and
interpersonal linkages. |
|
Adult learners apply learning that they
have been influential in planning. |
Diagnose and prioritise learning needs and
preferences during the course as well as before. |
|
Adults learn when they feel supported
experimenting with new ideas and skills. |
Use learning groups as 'home bases' for
participants. |
|
Adults are likely to have somewhat fixed
points of view that make them closed to new ways of thinking and
behaving. |
Include interpersonal feedback exercises
and opportunities to experiment. |
|
Adults learn to react to the differential
status of members of the group |
Use sub-groups to provide safety and
readiness to engage in open interchange |
|
Adults are internally motivated to develop
increased effectiveness. |
Make all learner evaluation self-directed. |
|
Adults filter their learning through their
values systems. |
Provide activities that focus on cognitive,
affective and behavioural change. |
