Difference between revisions of "Adult Learning Principles"
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{{Term|ADULT LEARNING PRINCIPLES|Ideas and methods which can be built into training programs that give incentive to adults to learn, and ensure that activities are based on learner’s needs and interests. | {{Term|ADULT LEARNING PRINCIPLES|Ideas and methods which can be built into training programs that give incentive to adults to learn, and ensure that activities are based on learner’s needs and interests. | ||
| − | [[Adult learning]] has five principles <ref> [http://www.girlscouts.org www.girlscouts.org ](5 March 2008) [http://www.honolulu.hawaii.edu www.honolulu.hawaii.edu](7 March 2008)</ref>:}} | + | [[Adult Learning|Adult learning]] has five principles <ref> [http://www.girlscouts.org www.girlscouts.org ](5 March 2008) [http://www.honolulu.hawaii.edu www.honolulu.hawaii.edu](7 March 2008)</ref>:}} |
Revision as of 09:21, 24 June 2008
 ADULT LEARNING PRINCIPLES |
| Ideas and methods which can be built into training programs that give incentive to adults to learn, and ensure that activities are based on learner’s needs and interests. Adult learning has five principles [1]: |
| Principles | Content |
|---|---|
| Self-directed and autonomous | Adults need to be free to direct themselves |
| Life-centered | Adults have accumulated a foundation of life experience and knowledge that include work related activities, family responsibilities, and previous education |
| Goal-oriented | Adults learn to attain their goals |
| Practical focusing | The course must be useful to adults or applicable to their workplace |
| Relevancy-oriented | Adults need to have a reason for learning and projects are designed to fulfill their interests |
References
- ↑ www.girlscouts.org (5 March 2008) www.honolulu.hawaii.edu(7 March 2008)