Adult learner characteristics

Duration: 5min 45sec Views: 1520 Submitted: 03.06.2021
Category: Cuckold
We last talked about the rising trends in eLearning. It only makes sense that the way we as adults approach learning is different than the way our public school system educates children. The term andragogy was popularized by American educator Malcom Shepherd Knowles in the mid-to-late 20 th century. Knowles argued that there are core characteristics of an adult learner that differ from those of a child.

Characteristics of Adult Learners

Adult Learners: Characteristics, Qualities, and Needs | EL Education

Everything you needed to know, you learned in kindergarten—right? As learners age and gain more experience, they also take on defining characteristics that affect how they process and recall information. Understanding the unique learning characteristics of adults helps you create programs that tap into their motivation and reward them for their effort. Although, we always support the idea of a midday snack. Generally speaking, adult learners can be defined as any learner over the age of According to the National Center for Education Statistics , adult learners make up around half of all students enrolled in higher education. Adult learners can be every bit as enthusiastic as a class full of school kids—you just need to know how to access their motivation and capture their drive.

Adult Learners: Characteristics, Qualities, and Needs

Malcolm Knowles adapted the theory of Andragogy, teaching strategies for adult learners, to adults learning in the s. Understanding these characteristics will help you inspire your agents to improve their skills, improve the quality of your training and improve the quality of your contact center. Agents will be more receptive and committed to training if they understand why it is important to the organization, their management, the customer and most importantly themselves.
Andragogy is the study of how adults learn and is a theory developed by Malcolm Knowles based on a variety of research centered on adult development, needs, and learning styles. More recent theories of adult learning have called these assumptions into question, proposing that there may be degrees or certain conditions under which they apply or that self-direction, for instance, may be desirable but not always the reality of adult learners. Nevertheless, these assumptions continue to serve widely as a general guide for thinking about adult learners. Adults are results-oriented and want to shift quickly from theory to application.