Adult education is a broad discipline that encompasses many different fields (e.g., Adult Basic Education, Training & Development, Correctional Education, English as a Second Language, Continuing Professional Education, etc). The context in which you practice adult education often determines the methods and approaches you use. Further, the learner will likely have long developed preferences for certain methods, and your success using these methods will vary as a function of their preferences. Unlike K-12, you often don't have a captive audience, so engagement is critical (it is with younger learners too). But there are some general assumptions that can be helpful when working with adults. Generally adults will wish to see the relevance of content -- although again that is a generalization. Generally, adults will seek ways to apply that content to what is important in their lives. You can then work from these assumptions and apply empirically supported methods that emphasize instruction, modeling, practice, and feedback. For non-novice learners, the data also suggest that some metacognitive activities (e.g, reflection) help certain learners better adapt skills and apply them to novel contexts. I'm sure others will advocate for their preferred approaches and explanations, but after looking at the generalizable empirical data, these would be my recommendations in terms of practices that work. I have included two manuscripts I wrote that discuss adult learning in the contexts of motor learning and reproducible expertise.

Adult education is a broad discipline that encompasses many different fields (e.g., Adult Basic Education, Training & Development, Correctional Education, English as a Second Language, Continuing Professional Education, etc). The context in which you practice adult education often determines the methods and approaches you use. Further, the learner will likely have long developed preferences for certain methods, and your success using these methods will vary as a function of their preferences. Unlike K-12, you often don't have a captive audience, so engagement is critical (it is with younger learners too). But there are some general assumptions that can be helpful when working with adults. Generally adults will wish to see the relevance of content -- although again that is a generalization. Generally, adults will seek ways to apply that content to what is important in their lives. You can then work from these assumptions and apply empirically supported methods that emphasize instruction, modeling, practice, and feedback. For non-novice learners, the data also suggest that some metacognitive activities (e.g, reflection) help certain learners better adapt skills and apply them to novel contexts. I'm sure others will advocate for their preferred approaches and explanations, but after looking at the generalizable empirical data, these would be my recommendations in terms of practices that work. I have included two manuscripts I wrote that discuss adult learning in the contexts of motor learning and reproducible expertise.

Dear Kevin M. Roessger,

Greetings!

It is very useful for me.

Thank you anain for your feedback.

Best regards

Palash

There is an ancient wisdom among all peoples: "It's never too late to learn".

Dear Colleagues,

Good Day,

" Adult education

Adult education is a practice in which adults engage in systematic and sustained self–educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner.

In particular, adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn, that they are able and willing to take responsibility for that learning, and that the learning itself should respond to their needs.

Driven by what one needs or wants to learn, the available opportunities, and the manner in which one learns, adult learning is affected by demographics, globalization and technology. The learning happens in many ways and in many contexts just as all adults' lives differ. Adult learning can be in any of the three contexts, i.e.

• Formal – Structured learning that typically takes place in an education or training institution, usually with a set curriculum and carries credentials;
• Non-formal – Learning that is organized by educational institutions but non credential. Non-formal learning opportunities may be provided in the workplace and through the activities of civil society organizations and groups;
• Informal education – Learning that goes on all the time, resulting from daily life activities related to work, family, community or leisure (e.g. community baking class).

Please, see the reference link for more details.....

https://en.wikipedia.org/wiki/Adult_education

Dear Colleagues,

Good Day,

"6 Top Facts About Adult Learning Theory

.......

6 Main Characteristics of Adult Learners

There are 6 main characteristics of adult learners according to Malcolm Knowles (1980, 1984) who was one of the pioneers in this field.

1- Adult learning is self-directed/autonomous.

2- Adult learning utilizes knowledge & life experiences.

3- Adult learning is goal-oriented.

4- Adult learning is relevancy-oriented.

5- Adult learning highlights practicality.

6- Adult learning encourages collaboration."....

Please, see the website by pressing on the link for more details....

https://elearningindustry.com/6-top-facts-about-adult-learning-theory-every-educator-should-know

Hello, Colleagues. 

The only thing I would add about Knowles's 6 "characteristics" is that they are assumptions rather than facts. Even Knowles later called them assumptions. They are not empirically supported and are routinely criticized in the literature for not accounting for context, culture, and individual differences. They may be a good place to start in terms of best practices, but I would caution to call them facts. A single class of adult learners can regularly turn up several people who don't follow any of these characteristics. 

A good overview of Knowles assumptions and the many criticisms that surround them in the field can be found in Merriam and Bierema (2014): Adult Learning: Linking Theory and Practice. 

https://www.amazon.com/Adult-Learning-Linking-Theory-Practice/dp/111813057X