{"id":788,"date":"2006-02-26T16:30:22","date_gmt":"2006-02-26T16:30:22","guid":{"rendered":"https:\/\/www.designedtoinspire.com\/blog\/motivating-adult-learners\/"},"modified":"2026-11-11T22:05:05","modified_gmt":"2026-11-12T03:05:05","slug":"motivating-adult-learners","status":"publish","type":"post","link":"https:\/\/www.designedtoinspire.com\/blog\/motivating-adult-learners\/","title":{"rendered":"Motivating Adult Learners"},"content":{"rendered":"

I came across an interesting article about motivating adult learners<\/a>.  It highlights some key characteristics of adult learners and how course design should contemplate their learning styles.  While much of what is presented could be considered "common sense", it does do a good job of providing an overview of the unique characteristics of an adult learner, along with strategies to accommodate their learning and motivational needs.  <\/p>\n

Central to the article is the definition of an adult learner – which could include college students.  This is important as it sets the stage for a discussion of how to establish a learning setting and motivation strageties for a more mature and self-motivated student who has more life experience, established habits and tastes, many obligations outside of class and (most importantly?) options<\/strong><\/em><\/u>. For the purpose of the article, the definition includes an individual who:<\/p>\n