Adult Learning Pattern Three
Enthusiasm for grown-up learners in education is likely to originate from a necessity to fill a professional gap or a course from superiors.  Thus, this pattern should come as no surprise, based on the fact that pattern two exemplifies the “practicality” approach that grown-up learners have toward enduring education. The higher up the person can be on the professional ladder, for example, the more prone the person may want to learn new issue for the benefit of learning it.
Adult Learning Pattern Four
Grown-up learners are inclined to believe partners or friends who may be experts in their professional field as well for recommendations when searching for advice on learning or getting on a new learning venture.
That has both helpful and harmful effects: evidently, if we have colleagues with similar learning interests and who have experienced positive practice, we would like to know more about that practice and use that potential to our own lives. We rely on and are acquainted with these persons to aid us to make an important decision that will influence our time off, money, and professional growth.
Alternatively, dependence on other judgments (and not performing the work of determining our individual likes, dislikes, and preferences) rather than our own can result in dissatisfaction when the educational experience is not all what we suppose it to be. The best variant would be to look for opinions of others, but balance them with the awareness of our own preferences.
Adult Learning Pattern Five
Adult learners are inclined to understand – and keep on learning – in courses where they think they have a considerable contribution to make to the discussion, and that their contributions are recognized and valued by the group as a whole.
The subsequent step, for us as instructors, is to know how to understand and work with such patterns as they turn up in our grown-up learners.
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