Subject-oriented, seeking to successfully complete each course, regardless of how the course relates to their own goals.

Problem-centered and seek educational solutions that will take them from where they are to where they want to be in their life or profession.

Future-oriented, since they are often in a stage of life when education is a mandatory or expected activity and designed for their future.

Results-oriented, with specific results in mind for education. Because their participation is often voluntary, adults may drop out if the education they are receiving does not lead to those results

Often dependent on others for direction.

Self-directed, and typically do not depend on others for direction.

Usually accepting of new information without seriously questioning it or trying it out.

Often skeptical about new information, preferring to try it out before accepting it.

Seeking education that prepares them for an often unclear future so may not look for immediate application of learning.

Looking for education that relates or applies directly to perceived needs, and is timely and appropriate for their current lives.

Dependent on others to design their learning and sometimes reluctant to accept responsibility for their own learning.

Willing to accept responsibility for their own learning, as long as they see that learning as timely and appropriate.

• Use adult students as resources for yourself and other students
• Use open-ended questions to draw out their knowledge and experiences
• Provide opportunities for dialogue among students

• Take time to clarify student expectations for the course
• Permit debate and the challenge of ideas
• Be careful to protect minority opinions within the class

• Treat questions and comments with respect
• Acknowledge the contributions that students make to the class
• Do not expect students to always agree with your course plan

• Engage students in designing the learning process
• Expect students to look for a variety of learning media and activities
• Flex to student needs in the learning pace and start/stop times

• Frame new knowledge or skills in terms of application to current problems or situations
• Use participatory techniques, such as case studies and problem-solving groups

• Focus on theories and concepts within the context of how they apply to relevant problems
• Orient the course content toward direct applications rather than toward theory

• Use a variety of teaching materials and methods to connect with differences in style, time, types, and pace of learning