The tools, skills and resources that we can bring back to education... in bucketloads
Following on from Knowles’ six characters of adult learners, fellow educators suggest that adults bring subjective experience to learning. Mature learners are motivated to learn because they are usually undertaking the learning voluntarily and with an investment financially, emotionally and time.
Will test new knowledge against their existing stock of experience, learning, and expertise
Have a need to be involved in the development of their learning programme; they do not like being relegated to a “passive” position
Are able to put new knowledge to work immediately. Many adult learners are employed while also being enrolled as a student. The work/study situation is ideal for immediately applying their knowledge
Carry a greater sense of responsibility into their studies. They take full responsibility for the success or failure of their learning
Are most likely have intrinsic financial commitment, this serves to increase the level of responsibility, even though their role as a learner, is often a secondary one to that of family and work responsibilities. Adults will still prioritise reading, preparation and revision time into these other schedules.
Tend to be more diverse in age, learning styles and experience than younger, more traditional students and this can bring excellent learning opportunities for fellow students, teachers and support staff.
At this point in the course, you may be beginning to think that you do have life and work expertise that would be an advantage in the learning setting. Some of these skills may be fantastic organisational skills, problem solving, creative thinking, energy to complete a task. What are your transferable skills? Share with others.
Merriam, S. B, Bierema, L. L. (2013.). Adult Learning: Linking Theory and Practice. Georgia: Jossey-Bass. Faculty of Education; Jamia Millia Islamia, New Delhi-110025
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