. They must see a reason forlearning something. Learning has to be applicable to theirwork or other responsibilities to be of value to them.Therefore, instructors must identify objectives for adultparticipants before the course begins. This means, also,that theories and concepts must be related to a settingfamiliar to participants. This need can be fulfilled byletting participants choose projects that reflect their owninterests.
, focusing on the aspects of a lessonmost useful to them in their work. They may not beinterested in knowledge for its own sake. Instructors musttell participants explicitly how the lesson will be usefulto them on the job.
As do all learners, adults need to be shown
.Instructors must acknowledge the wealth of experiences thatadult participants bring to the classroom. These adultsshould be treated as equals in experience and knowledge andallowed to voice their opinions freely in class.
Motivating the Adult Learner
Another aspect of adult learning is motivation. At least sixfactors serve as sources of motivation for adult learning:
to make new friends, to meet a needfor associations and friendships.
to comply with instructions fromsomeone else; to fulfill the expectations orrecommendations of someone with formal authority.
to improve ability to serve mankind,prepare for service to the community, and improve abilityto participate in community work.
to achieve higher status in a job,secure professional advancement, and stay abreast ofcompetitors.
to relieve boredom, provide a break inthe routine of home or work, and provide a contrast toother exacting details of life.
to learn for the sake of learning, seekknowledge for its own sake, and to satisfy an inquiringmind.
Barriers and Motivation
Unlike children and teenagers, adults have many responsibilities