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PRINTED FROM the OXFORD RESEARCH ENCYCLOPEDIA, EDUCATION (oxfordre.com/education). (c) Oxford University Press USA, 2020. All Rights Reserved. Personal use only; commercial use is strictly prohibited (for details see Privacy Policy and Legal Notice).

date: 27 October 2020

Abstract and Keywords

Theories exist in number that concern how adults learn. Despite surface differences, these theories also contain common themes relevant to adult learning. They include self-direction, problem- or need-based motivation to learn, the ability to anchor past experiences to make meaning from current learning, and the skills to self-assess one’s learning experience.

Given the prevalence of technology in virtually all areas of personal and professional life, a solid understanding of how to use technology effectively is essential for 21st-century adults. At the same time, these adults are often hampered by anxiety and past negative experiences related to technology use, especially in the learning process itself. How can instructors leverage the best practices of adult learning theory to create meaningful learning experiences for adult learners? In order to address this question, it is important to understand the unique characteristics of adult learners as a first step. Instructors should also self-reflect and consider how their own attitudes and experiences can shape how they use technology with adult learners. With learning theories in mind, designing meaningful learning experiences with technology for adult learners can optimize learning experiences.

Keywords: adult learning, self-direction, pedagogy, andragogy, constructivism, technology, curricular design

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