2. Reinforcement
Reinforcement is an especially necessary part of the teaching/learning process; through it, instructors encourage correct modes of behavior and performance.
• Positive reinforcement is normally used by instructors who are teaching participants new skills. Because the name is implying, positive reinforcement is "good" and reinforces "good", or positive, behavior.
• Negative reinforcement is generally used by instructors teaching a new skill or new information. It’s valuable in trying to change modes of behavior. The negative reinforcement result is extinction - the instructor uses negative reinforcement until the "bad" behavior disappears, or it becomes extinct.
When instructors seek to change behaviors, they should apply both positive and negative reinforcement.
To ensure correct behavior, reinforcement should be part of the teaching-learning process. Instructors have to use it on a frequent and regular basis early in the process to help the students retain what they have learned. They also should use reinforcement only to maintain consistent, positive behavior.
3. Retention
Adult learners should retain information from classes in order to benefit from the learning. The job of the instructor is not finished until they have assisted the learner in retaining the information. In turn, adult learners to retain the information taught, must see a meaning or purpose for that information. They also must understand and be able to interpret and apply the information. Such understanding includes their ability to assign the correct degree of importance to the material.
The retention amount will be directly affected by the degree of original learning. So, if the adult participants did not learn the material well initially, they will not retain it well either.
Retention by adult participants is directly affected by their amount of practice during the learning. Instructors should highlight retention and application. After all students demonstrate correct performance, they should be urged to practice to maintain the desired performance.
4. Transference
The result of training is transfer of learning. It is the ability to use the information taught in the course but in a new setting. There are two types of transfer: positive and negative.
• Positive transference, like positive reinforcement, occurs when the participants use the behavior taught in the course.
• Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do.
Transference is presumably to occur in the following situations:
• Association – adult participants can associate the new information with something that they already know.
• Similarity - the information is similar to material that adults already know; that is, it revisits a logical framework or pattern.
• Degree of original learning - participant's degree of original learning was high.
• Critical attribute element - the information learned contains elements that are extremely beneficial (critical) on the job.
Even though adult learning is relatively new as field of study, it is just as substantial as traditional education and carries and potential for greater success. The heightened success, certainly, requires a greater responsibility on the part of the teacher. Furthermore, the adult learners come to the course with precisely defined expectations. Though, there are barriers to their learning, the best motivators for adult learners are interest and selfish benefit. If it can be shown that the course benefits them pragmatically, they will perform better, and the benefits will be longer lasting.
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