Factors of Adult Learning

Distinguishing the different factors of learning by adults versus the different factors of learning by children is quite significant. Adults are most likely to be problem-centered, self-directed, experienced-based and normally seeking new processes relevant to their individual life. Whether the information obtained is voluntarily or mandatory (pertaining to their employment), adults pursue learning that changes their current status or position in their life. The popular term for adult learning is andragogy as opposed to pedagogy which refers to children's learning.

Adults will commit to learning when the goals and objectives are realistic, valuable, and important to them. The application of this new information in the real world is vitally important and relevant to one's personal and professional needs. What then motivates adults to seek new learning experiences? The majority of adults are motivated by six primary factors:

· Respect - individual self esteem of obtained knowledge

· Enlightenment - to manage coping with daily life events, e.g., divorce, loss, moving, etc.

· Goal seeking - to accomplish a specific task

· Relevancy to circumstances - to change life situations

· Objectives align with their goals - seek knowledge or skill to change/improve

· Professional development - mandated by employer for job relevancy

There is an array of adult learning characteristics that should also be noted:

· Self-direction: Not isolation but self-directed projects involve adults who want to be able to solve problems that are of immediate concern.

· Clarity: Adults want to learn more about what to do and how to do rather than learn general theory.

· Interaction: Since adult life experiences vary immensely, adults are usually willing to share with others and in groups of social interactions.

· Facilitation: It is important that instructors are facilitators rather than lecturers and allow the students to experience the event of learning rather than being told the new information.