Adults want to know why they need to learn something before undertaking learning (Knowles et al., 2005). Facilitators of online classes must help adults become aware of their "need to know" and make a case for the value of learning.
The Learners' Self-Concept. Adults believe they are responsible for their lives (Knowles et al., 2005). They need to be seen and treated as capable and self-directed. Facilitators should create environments where adults develop their latent self-directed learning skills (Brookfield, 1986).
The Role of the Learners' Experiences. Adults come into an educational activity with different experiences than young people do. There are individual differences in background, learning style, motivation, needs, interests, and goals, creating a greater need for individualization of teaching and learning strategies (Brookfield, 1986; Silberman & Auerbach, 1998). The richest resource for learning resides in adults themselves; therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial (Brookfield, 1986; Knowles et al., 2005; McKeachie, 2002; Silberman & Auerbach,