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Norms. Expectations. Standards. Whatever you call them, we've got them. We believe adult learning happens when participants. Aug 06,  · Communicating Expectations Adult learners want their instructors to communicate clearly their expectations for the course and specific assignments. They asked that instructors: be well-informed on policy matters/practices at institution; be familiar with the course structure and exam matters.

Characteristics of Adult Learners Because the adult learner is primarily in charge of his or her own learning, the teacher of adults has a different job from the one who teaches children. Since the ’s, adult learning theory has offered a framework for educators and trainers. Malcolm S. Knowles (), a pioneer in adult learning, based. Yet, this same body of research also points to the lack of self-confidence often exhibited by adults upon reentry to college and their frequent desire for highly structured learning experiences that provide a clear roadmap of teacher expectations This body of research suggests that while adult learners desire flexibility, they also often desire.

However, as an adult learner you may find out that you prefer a different learning style, or a combination of all three. Visual Learners. Visual learners prefer to be shown a lesson through graphs, diagrams, and illustrations. They rely on what the instructor is doing and often sit in the front of the classroom to avoid visual obstructions. Degree of original learning – the participant’s level of original learning was high. The success of the adult learner requires a greater degree of responsibility from the teacher. Learners come to the class with defined expectations. The best motivators for adult learning are interest and benefit.