Making Instruction Work for Adult Learners

Making Instruction Work for Adult Learners

Mitra Fallahi (Cardinal Stritch University, USA)
Copyright: © 2019 |Pages: 11
DOI: 10.4018/978-1-5225-5712-8.ch001

Abstract

This chapter is a review of the goals of the adult learners, with a focus on factors that impact the learning process. Principles of education of adult learners are discussed. There are various effective strategies for instruction; however, regardless of the strategies developed, instruction of adults at any level in higher education must facilitate learners' paths toward achieving their goals in pursuing higher education. In teaching adult learners, some factors impacting the learner that require consideration are discussed.
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Andragogy

During the mid-20th century, the concept of andragogy, as the method and practice of teaching adult learners, was introduced (Knowles, Holton, & Swanson, 2015). According to Knowles et al. (2015), andragogy focuses on six principles: “(a) the learner’s need to know, (b) self-concept of the learner, (c) prior experience of the learner, (d) readiness to learn, (e) orientation to learning, and (f) motivation to learn” (p. 4).

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