Adults and Children as Learners

If adults and adults as learners learn in a way different from children, adults should also be different. Theories and prospects of adult learning such as linguistics make some claims about the characteristics of adults as learners: adults need to learn meaningfully; they are autonomous, independent, autonomous ; Past experience is rich learning Resources, their learning preparation concerns the need to perform migration points or tasks, their direction is problem-centered rather than content-centric, they are internal motives, They are arbitrary to participate in learning (Draper 1998; Sipe 2001; Tice 1997; Titmus 1999).

There seems to be a difference between children and adult learners. Andragogy is defined as art and science to educate adults compared to art and science education and educating children. There are different assumptions, processes, and methods between pedagogy and Andragogy (Gibbs and Habeshaw 1989). Andragogy's Knowles theory (1984) is trying to develop a theory specific to adult learning. Knowles emphasizes that adults are voluntary and expect to be responsible for their decisions. He made some assumptions about design learning. Indeed, andrandogy means that adult education needs to concentrate more on process and education strategies. Teachers use counselors and materials instead of lecturers and graders (Andragogy Knowles 2002)

Knowles (1984) interprets the andrandogy theory as a process whereby adult learners accept child's knowledge in various ways. He uses the word "andragogy" to describe how to learn adults and uses pedagogy to represent how children learn. The teaching method includes seven elements that the counselor should consider (Knowles 1984). Atmosphere In this case, the meeting room is large and open. The sitting position is elliptical, and everyone in the room can interact. It is hidden away from the noisy environment of the word and prevents the service user from knocking on the door.

Adult learners face great difficulty in participating in continuing education. Family obligations and responsibilities become obstacles to adult learners (Cross, 1987). In all respects, learners with two children in this study were not satisfied with their colleagues, they were very satisfied with the quality and accessibility of textbooks. The most dissatisfied with the quality and accessibility of textbooks is learners regardless of whether children are at home. Appendix 1 shows the distribution of the proportion of learners' reactions with or without spouse.