Adult Learners

Are you an Adult Learner? Discover the biggest and most thorough collection of articles for Adult Learners. Anything you need to know about Adult Learning, written by the top experts worldwide.

Designing E-learning Courses for Adults with Low Education Levels
July 21, 2014

5 Tips for Designing E-learning for Adults with Low Education Levels

When designing e-learning for adult learner populations with low education levels, it’s essential to consider all the instructional design and multimedia elements, and how they work together to support this unique audience’s learning. Here we have compiled five tips from a recent project to help you create effective e-learning courses for ESL and similar learners.
by Catherine Davis
Marczewski’s Gamification User Types
January 28, 2014

Marczewski’s Gamification User Types

Whilst many people are aware of Bartle’s Player Types, they may not be aware that Richard Bartle himself is of the opinion they do not translate well to non MMO games or non game related systems – especially gamified systems. As such, I went back to the drawing board to look closer at motivations that may drive users within gamified systems and how they can be used to design better experiences.
by Andrzej Marczewski
How to Focus Attention in Adult Learning and E-learning
December 5, 2013

How to Focus Attention in Adult Learning and E-learning

Studies show that focus is a key attribute for performance improvement and success in life. Yet today’s modern workplace is full of distractions, from text to tweets. Check out these effective techniques for increasing focus for adult learners participating in e-learning, classroom training, and other learning events. From nano-learning to rewards, learn how to focus attention and improve e-learning outcomes.
by Cindy McCabe
8 Important Characteristics Of Adult Learners
May 8, 2013

8 Important Characteristics Of Adult Learners

Adults are characterized by maturity, self-confidence, autonomy, solid decision-making, and are generally more practical, multi-tasking, purposeful, self-directed, experienced, and less open-minded and receptive to change. All these traits affect their motivation, as well as their ability to learn. So let’s see the adult learners' cognitive and social characteristics, and what instructional designers need to know in order to create the right course content and structure, and adjust their attitude.
by Christopher Pappas
17 Tips To Motivate Adult Learners
April 26, 2013

17 Tips To Motivate Adult Learners

The introduction of learning technology and the changing workplace recently increased the importance of adult learning. However, there comes the problem of motivating adult learners. There are a few things that stand in the way to motivating adults to start learning.
by Christopher Pappas
Adult Learners in the 21st Century
October 29, 2012

Adult Learners in the 21st Century

As a Training specialist working in the Metropolitan Detroit region, it has been my experience that Adult learners bring a lot more to the table than the need for entry level skills development. Trainers are being introduced to a trainee population who come from a variety of backgrounds, faced with multiple challenges of equal importance.
by Fred Irving Williams
The Essence of Transformational Adult Learning
August 21, 2012

The Essence of Transformational Adult Learning

Abstract – The theory of transformative learning theory, first articulated by Mezirow and further refined in his later publications, is about change - dramatic, fundamental change in the way we see ourselves and the world (Mezirow and Taylor, 2009). In contrast, Knowles' model of andragogy focuses on the characteristics of the adult learner and his or her life situation (Knowles, Holton and Swanson, 2005). This article compares and contrasts the essence of Mezirow's transformational learning and Knowles' model of andragogy and provides supporting research evidence for each one. It also formulates an approach to the instructional design of learning for adults who are returning to school that incorporates appropriate concepts from these two theories.”
by Tim Stafford, MS MA
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