attitudes toward adult education and social participation have been sources of concern among professional educators” (p. ). The concerns are not without merit as adults with negative or unfavorable attitudes toward education are least likely to participate in adult education (Adolph & Whaley, ; Burrus &. Training and the Needs of Adult Learners.
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. This longitudinal study examines the perceptions, attitudes, and preferences of the adult learners in higher education institutions in the United States. Based on these aspects, this study allowed for an insight into how higher education institutions can create programs to better meet the needs of their adult learning population.
Adult learners are generally self-directed They often have a psychological need for self-direction They need empowerment and opportunities for nurturing self-direction Adults want to be treated as capable of self-direction, with time to work on their own or collaboratively. In addition, due to evidence that attitudes toward adult education as measured by the scale were multifactorial, Blunt himself admitted that the scale was facialxx.xyz objectives of this st3dy were (1) to develop a valid and reliable measure to assess adult attitudes to continuing education, including both attitude-to-object and attitude.