Learner Centred Methodologies
Written by Rhonda Wynne, Ireland
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Learner Support
Valuing Diversity
Learner Centred Methodologies
Introduction
Before the Course
Characteristics of Adult Learners
Anxieties of Adult Learners
Motivating Factors in Adult Learning
Recognition of Prior Learning
The Learning Provider
Learning Needs Analysis
Overview of Course Design and Planning Process
During the Course
Creating an Adult-friendly Environment
Teaching Strategies
Facilitation
Groupwork
Experiential Learning
Problem-Based Learning (PBL)
Role-plays
Conflict
Assessment
Evaluation
After the Course
Tutor Self-evaluation
Management Review
Resources
 
 

Motivating Factors in Adult Learning 

Adults have a range of different motivations for selecting a course/programme. Some reasons they may choose to take a course include:

For personal development purposes, e.g. communication or financial management skills

For professional advancement, e.g. upgrading of skills to enhance employability or change careers
To meet employment expectations, e.g. an employer may require that the person attend
To bring additional skills to the workplace, e.g. presentation skills or information technology skills
To develop skills which will benefit the local community
To sample a topic which they might consider studying in greater depth
To prepare for further study/full-time education
To resolve personal problems, e.g. conflict resolution
To facilitate/accommodate life changes, e.g. retirement or parenting
To make or maintain social relationships
For escape or stimulation
For interest only

Tutors should be aware of the possible motivations behind their students' enrolment in order to have a better understanding of how to shape/modify their teaching materials and classroom exercises. It is likely that any group of students will have a variety of motivations and all need to be considered.

   
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