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Adult Learning Methods, Strategies and the Real World Student name Institution affiliation Date Adult learning is not as easy as it would be for

young learners. It is challenging since is difficult to keep up with the learning process especially after returning to school after a long break.

However, as a learner, I understand the importance and the link between the world and the learning process I engaged in. As a learning process,

the adult learner is distinctively introduced into the system through introduction and orientation. As an adult learner, I was helped in adjusting into

the college-level work as well as prepare for the potential problems that I was likely to encounter as an adult learner (Brockett, and Hiemstra,

2018). I was also prepared for the responsibility that I was expected to assume thus understanding what faculty members typically seek in good

students. The teachers were good facilitators of the learning process. They created specific leaning needs in the learners through a different

confrontation with the learners and seeking a solution to the problem. This course intends to provide the learners with an experience thus

encouraging a reflection on it. The teachers also encourage independency where I had a chance to work at my speed and also make a choice in

particular areas of study (Pollock, Jefferson, Wick, and Wick, 2015). I also had a chance to choose the model and style of study that suits me best

and also chose from what I learned. The learning strategies also encouraged and empowered me as the leaner. The teacher did not decide to

make decisions on the learners entirely by themselves. They shared the decision making roles with the leaners. They also ensured that the

learning resources were shared equally. They also encouraged self-evaluation in graded sources the learners were involved in managing the

learning environment (Dawley, and Dede, 2014). The teachers are keen enough to notice the flexibility since they ensured there was optimal

provision for the differences in style, time, and the learning setting. References Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult

learning: Perspectives on theory, research and practice. Routledge.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and

immersive simulations. In Handbook of research on educational communications and technology (pp. 723-734). Springer, New York, NY.Pollock,

R. V., Jefferson, A. M., Wick, C. W., & Wick, C. (2015). The six disciplines of breakthrough learning. New Jersey: John Wiley & Sons,

Inc.

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Similarity 6% Title: ERIC - ED359423 - Self-Direction in Adult Learning: Perspectives...

chapter 2 defines self-direction and offers a model to clarify the concept. three chapters in part ii examine critically the research literature on

self-direction.routledge series on theory and practice of adult education in north america. brockett, ralph g.; hiemstra, roger.

https://eric.ed.gov/?id=ED359423

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Similarity 6% Title: Facilitating Molecular Biology Teaching by Using... | SpringerLink

in handbook of research on educational communications and technology (pp. 723–734).theoretical perspectives influencing the use of

information technology in teaching and learning. in international handbook of information technology in primary and secondary education (pp.

43–62).

https://link.springer.com/10.1007/s11528-018-0343-0