An effective instructor involves understanding how adults learn best. Comparing to children and teens, adults have special needs and requirements as learners. Regardless of the apparent truth, adult learning is a relatively new area of study. It was identified the following characteristics of adult learners:
• Adults are autonomous and self-directed. They want to be free to direct themselves. Their instructors must vigorously involve adult participants in the learning process and serve as facilitators for them. In particular, they have to get participants' perspectives about what topics to cover and let them work on projects that reflect their interests. Instructors have to allow the participants to assume responsibility for presentations and group leadership. They must be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts. Lastly, they should show participants how the class will help them reach their goals (via a personal goals sheet).
• Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They should connect education to this knowledge/experience base. To do so, they should draw out participants' experience and knowledge which is relevant to the topic. They must speak about theories and concepts with the participants and recognize the value of experience in learning.
• Adults are goal-oriented. Prior to enrolling in a course, they usually know what goal they want to attain. Therefore, they are glad about an educational program that is organized and has clearly defined elements. Instructors must explain participants how this class will help them attain their goals. This goals’ organization and course objectives must be done early in the course.
• Adults are relevancy-oriented. They must distinguish a reason for learning something. Learning process has to be related to their work or other responsibilities to be of value to them. As a result, instructors must recognize objectives for adult participants before the course begins. It also means, that theories and concepts must be related to a setting familiar to participants. Such a need may be fulfilled by letting participants choose projects that reflect their own interests.
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