1.1

There are some identified principles of adult learning mentioned in the literature, and they are contributed by Knowles, Houle, Tough, Schon, Brundage , Pine and horn. They are further discussed as follows. Malcolm Knowles- A principles centers on the past experiences as the motivation and context for self –directed learning. The principles highlighted the value of the process of learning. It views the learning that is problem base and collaborative. It implies the need for individual to be self-directed as they mature and to utilize experience as part of the learning process. His principles includes that adult are internally motivated, self-directed, brings life experiences and knowledge to learning, goal oriented, relevancy oriented, practical learners and wanted to be respected.7 Houle – learning principles, he divided learning styles into goal-activity, and learning outcome oriented. Goal oriented learners use education for accomplishing clear cut objectives, while Activity oriented learners are course takers and group joiners. They enjoy the social contact almost to a greater degree than learning process. Tough- Learning principles highlighted the importance of pleasure and self-esteem motivators for learning regardless of whether the activities predominantly reading, listening, watching, or practicing. Schon- learning principles crystallized the ideas that the adult learners are confronted in daily clinical practice with surprises- situation that fail to fit into our accumulated knowledge rubric- reflection into action. Kolb - learning principles is based on psychology and educational philosophy. Brundage- learning principles involves dynamic equilibrium between change and stability, structure and process and content act...

... middle of paper ...

... practice culture by extracting the essence of its principles. Understanding an adult as they are equipped with learnt experiences and they are reluctant to make a change. We should know that an adult learning takes place better when they relate new ideas into their past experiences.

Knowing this ideas and principle about adult learner, then we can integrate them by creating individualized strategic style to the targeted adult learner’s educational designs. Understanding adult learner’s uniqueness, learnings motives and condition, we can achieve favorable evaluation outcomes. From now on, when we are starting an educational proposal, start it with favorable objectives, and connects them into individual past experiences. Knowing learning is a dynamic process involves both intellectual and emotional of human being helps us to facilitate better outcome of learnings.