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| Adult Learning Standards |  • New knowledge has to be integrated with previous knowledge. This denotes active learner partaking.
• Adult learning must be problem and experience centered.
• Successful adult learning involves an active search for meaning in which new tasks are someway connected with earlier activities. Prior learning experiences have the potential to improve or get in the way with new learning.
• A confident degree of stimulation is essential for learning to take place, while stress acts as the most important block to learning.
• Collaborative modes of teaching and learning will improve the self-concepts of those concerned and result in more significant and successful learning.
• Adults will in general learn best in an atmosphere that is no threatening and helpful of experimentation and in which dissimilar learning styles are recognized.
• Adult learning is facilitated when the learner's demonstration and interpretation of his or her own experience are established as suitable, recognized as an important feature influencing change, and appreciated as a probable resource for learning.
• Adults experience worry and ambivalence in their orientation to learning.
• Adult learning is facilitated when teaching activities do not require finalized, right answers and conclusion; express a tolerance for hesitation, contradiction, and diversity; and encourage question-asking and -answering, problem-finding and problem-solving.
• Adult skill learning is facilitated when individual learners can evaluate their own skills and strategies to determine inadequacies or limitations for themselves.
• Adult learning is facilitated when the teacher can give up some control over teaching processes and planning activities and can share these with learners.
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