I've learned that processing and organizing new information may take adult learners a little more time than it takes younger learners, but that they have the capacity to master new information. I've had confirmed the fact (observed in my personal experiences) that they typically have a wide range of motivating factors, many of which are more characteristic of adult learners; and I've had confirmed that the challenges they face in learning are often about their circumstances / their larger contexts.
I am taking this course to obtain CTE SOS certification, and it also makes me an adult learner. Looking forward to this module as it talks about myself.
17-24 is not what I think of as an adult learner. There is a big difference between each of the decades of life as to how adults learn.
Our school has a mix of younger and older adults. I feel that each group has their own skills and motivations, but they tend to pull each other along with their individual strengths.
Adult learners can bring life experiences into the classroom.
I now have a clear understanding of the principles of adult learning.
I have found that it's absolutely true that if my education or training is not immediately applicable to my job, I will likely tune it out. I need to find ways to make my classes relevant to my adult learners; maybe connecting goal of some sort to what they are learning.
I would allow the adult learners to express their strengths of experience, time management and multi-tasking in certain activities to help them feel as though they have something to offer, which they do.
Adult learning is different from learning when you are a child. You bring your experience, history, and different motivations.
As an adult learner, I bring a unique perspective to the classroom, motivated not only by career goals but also by a desire to develop social relationships, meet the expectations of authority figures, and contribute to my community. Many of us pursue education to stimulate thought, learn for the sake of learning, and cultivate a greater sense of purpose in our lives. This deeper motivation enriches classroom discussions as we connect course material to real-world applications and offer mature perspectives.
The motivation for adult learners is different than that of non-adult learners so the strategies to empower their learning and retention has to be strategic.
It's hard for me to put a 24 year old fully into an "adult learner" framework, but this module suggests that 17-24 year olds are the most common age of adult learners. I am eager to see how this all ties together throughout the module.
I learned that adult learners process information more slowly
Adult learners choose to learn for a variety of different reasons. Likewise, many adult learners are not motivated to continue with learning due to life barriers. It is important that as educators of adult learners we recognize these barriers and do what we can to aide our students in dealing with these barriers so that they can be successful learners.
I have learned that the majority of adult learners are motivated by life experiences and many look for purpose in life. Adult learners may require more time to learn content compared to younger learners.
Many adult learners are mainly interested in pursuing the goal of advancing professionally. If they do not view a curriculum as having a practical application in their lives, they may be resistant to investing time or effort in it.
Comment on Leny Ramos's post: I have found that adult learners want to learn specific information that relates to their interests, needs or previous life experiences.
Most have some sort of higher education, slower at learning new info but cognitive skills have not diminished.
Adult learners are individuals with many responsibilities. The learning experience are motivated by big special events in their lives.
Adults learning is different to child's learning. The motivation, speed of learn, available time, interest in the topics and previous knowledge are some important elements to be considered.
