OVERVIEW

Adult learners are groups of people who are aged over 25 and not concurrently enrolled in formal educational systems, e.g. high schools, colleges, universities. Adult Learning is defined as learning for vocational, civic and personal purposes (Cross, 2004).

Adult learning is important for individuals and society. Cross (2004) presented that adult learning contributes to:
A) Mental health and happiness of individuals
B) A productive workforce
C) Education about civics or responsibility and harmony in society

Adult learners learn in different environments. However, Recent National Consultations on adult learning showed that many people in society do not think adult learning is important. This understanding may lead to needs of adult learners being neglected especially in IT. However, IT can play a very important role in adult education.



REASONS

Cyril & others (1996) identified that adults do their education for various reasons.

(1) Goal-oriented; learners use education to accomplish fairly clear-cut objectives.
(2) Activity-oriented; learners are moitivated by need for the social contact.
(3) Learning oriented; learners are motivated by the mental stimulation and knowledge they get when learning.



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Adult Learning Theory

Educational Psychology and humanism stresses that adult learners must feel comfortable with the learning, environment and the flow of topics (Ginsburg, 1998). Adult learners' ability to learn will be affected by how they feel about a program. If they feel positive feelings such as feeling secure, respected, and empowered, they will make a strong effort. If they feel negative - threatened, anxious, hostile, or humiliated they may be demotivated.

Educators can provide authentic learning if they adapt their teaching to suit learners environment and provide them with new experiences as well as building on previous experience. Adult learning should be flexible and adaptable. Many new information technologies are very suitable for support and expanding this kind of learning. New approaches are needed to integrate technology into adult learning. Ginsburg (1998) suggests four basic approaches to intergrate technology into adult learning:

TECHNOLOGY AS
1. curriculum, where adults learn about and how to use information technology. An example of the technology as curriculum approach is the course, "Exploring the Internet."
2. delivery mechanism
3. complement to instruction
4. an instructional tool

Adults learn because of (1) an increase in self-esteem, (2) a sense of pleasing and impressing others (3) certain pleasures or satisfactions (Cross, 2004). Learning can be negatively affected by fear, anxiety, and anger. Stress can affect memory and concentration. Stress can even have a physical impcat on the cells that affect memory. As teachers know well, boredom can affect learning. Students will not perform as well if they think a subject is 'boring '.

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Characteristics of Adult Learners

(Quoted From: voltai29@ix.netcom.com (Voltaire) The Psychology of Modern Leftism talk.politics.miscSat, 06 Apr 1996 19:14:22 GMT).
1. Adults learn through experience- that is by comparing past experience with new experience. Most adults need to compare new information with what they already know and see if it is same or different.
2. Adults need feedback about their progress.Adults want to know how they are going in their learning. and need positive feedback as well as critical feedback.
3. Adults want practical learning to be practical. Adults prefer theories that can be applied in real life. So training works better if it is about specific situation or problem instead of hypothetical ones.
5. Adults do not want to fail. Many adult learners not want to try something new if they fear looking foolish or failing, especially if they have failed before (for example in traditional eduaction - School drop outs or failed exams) .
6. Adults learn in different and personal ways. They prefer ways that have suit them in the past or that make them succeed previously.


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