Branding Strategy of Hul Essay Example

Adults need to be actively involved in determining how and what they will learn, and they need active, not passive, learning experiences. Adult students are mature people and prefer to be treated as such.

Being 'lectured at' causes resentment and frustration. Adults are goal oriented / relevancy oriented. Adults need to know why they are learning something. Adults have needs that are concrete and immediate.

They can be impatient with long discussions on theory and like to see theory applied to practical problems.

They are task or problem-centred rather than subject-centred. Adults tend to be more interested in theory when it is linked to practical application. Adults are autonomous and self-directed. They are self-reliant learners and prefer to work at their own pace.

Individuals learn best when they are ready to learn and when they have identified their own learning needs. Where a student is directed by someone else to attend a course, e. g. by an employer, then that individual may not be ready to learn or may not see the value in participating on that course.

This can lead to a mismatch of goals between all parties - student, employer and trainer.  Adults are practical and problem-solvers. Adults are more impatient in the pursuit of learning objectives. They are less tolerant of work that does not have immediate and direct application to their objectives.

Problem based learning exercises are welcomed as they build on prior experience and provide opportunity for practical application of materials/theories covered. Adults are sometimes tired when they attend classes. Many students are juggling classes with work, family, etc.

They, therefore, appreciate varied teaching methods that add interest and a sense of liveliness to

the class. Adults may have logistical considerations, including: | Family and caring responsibilities including childcare and/or eldercare Careers Social commitments Time  Money Schedules Transportation Ageing concerns. Adults frequently worry about being the oldest person in a class and are concerned about the impact this may have on their ability to participate with younger students.

Creating an environment where all participants feel they have a valuable contribution can work to allay such concerns. Adults may have insufficient confidence. Students come to class with varying levels of confidence. Some may have had poor prior experiences of education leading to feelings of inadequacy and fear of study and failure.

This can manifest itself in many ways, as indicated in the next section.  Adults As Learners Part of being an effective instructor involves understanding how adults learn best. Compared to children and teens, adults have special needs and requirements as learners. Despite the apparent truth, adult learning is a relatively new area of study. The field of adult learning was pioneered by Malcom Knowles.

He identified the following characteristics of adult learners:  Adults are autonomous and self-directed.

They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them. Specifically, they must get participants' perspectives about what topics to cover and let them work on projects that reflect their interests. They should allow the participants to assume responsibility for presentations and group leadership. They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts.

Finally, they must show participants how the class will help them reach their goals (e.

g. , via a personal goals sheet).  Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. To help them do so, they should draw out participants' experience and knowledge which is relevant to the topic. They must relate theories and concepts to the participants and recognize the value of experience in learning.

Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined elements. Instructors must show participants how this class will help them attain their goals.

This classification of goals and course objectives must be done early in the course. Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them.

Therefore, instructors must identify objectives for adult participants before the course begins. This means, also, that theories and concepts must be related to a setting familiar to participants. This need can be fulfilled by letting participants choose projects that reflect their own interests.  Adults are practical, focusing on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake.

Instructors must tell participants explicitly how the lesson will be useful to them on the job.  As do all learners, adults need to be shown respect.

Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience

and knowledge and allowed to voice their opinions freely in class. Motivating the Adult Learner Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning:  Social relationships: to make new friends, to meet a need for associations and friendships.