Principles of adult learning training

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Andragogy , a term popularized by Malcome Knowles in in the US, is an adult learning theory that distinguishes itself from pedagogy. The differences largely depend on the differences between a child and an adult. Where children typically require direction in the form of a teacher and curriculum, adults typically prefer to direct themselves and have more say in their learning path. Broadly speaking, andragogy refers to the principles and methods of adult education. Whether there is such a distinction between childhood learning and adult learning can be a source of debate. Rather than draw a line of distinction between the two, adult learning principles or learning principles in general may be better thought of on a spectrum rather than partitioned between child and adult.
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Andragogy – Adult Learning Theory (Knowles)

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The Principles of Adult Learning: How to Apply Them to E-Learning

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Principles of Adult Learning: Tips for Trainers

Teaching adults often looks very different from teaching children. Adult educators can make assumptions of their adult students that they would not make of children because adults have had vastly different life experiences and come with their own unique sets of background knowledge. Andragogy, or the practice of teaching adults, studies the best methods and approaches for effective adult education. Those teaching adults should understand and practice the five principles of andragogy espoused by Malcolm Knowles, a pioneer in the study of adult learning.
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Creating effective training for adult learners requires acknowledging their unique characteristics and tailoring the training accordingly. Adults approach and use training differently than children. Their motivation, what they bring to the training, their expectations of it, and how they learn are all different. Often adults seek training to improve their job performance by learning the latest developments in their field, building on their skills, and enhancing their effectiveness. There are some common characteristics of adult learning that are important to be aware of when developing training.
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