Study Skills: Managing Time as an Adult Learner

The learning material should be relevant to their social positions and lifestyle, and because the learning material directly concerns their lives, they would want to be involved in the whole process – from the introduction of information to the outcome. Adult learners zero in to the elements that are of most relevance to their immediate needs and conditions. Those aspects that well give them the necessary knowledge and skill to resolve life-centered or problem-centered learning experiences.

Adult learning is having a clear picture of how adults learn and how this in turn affects the program planning process. Many adults are not sure about what they want to do with their lives after high school. There are many programs that will help you to decided, what you want to do with your life. This is where adult education programs can help you decided on the importance of education. There are three content areas that connects with adult learning and planning education within the adult. Knowles state that the adult learner, learns from their experiences. Experiences is how adults live their everyday lives and make concise

Adults are motivated entirely different in the way they learn. Adults are motivated to learn for various reasons such as professional development, potential advancement at work or simply continuing to improve ones lives, as one gets older. However, it is but practical to consider the ideas on how adults are motivated to learn, what principles of learning works, so that adult educators could likewise respond appropriately.

The theory of adult learning is the assumptions about how adults learn. Emphasizes the value of the process of learning in adults ("Adult Learning Theory," 2007). Malcom Knowles and American practitioner and theorist of adult education defined is as an art and science of helping adults learn ("Adult Learning Theory," 2007). Knowles also defined six adult learning principles as adults are internally motivated and self-directed, adults bring life experiences and knowledge to learning experiences and are goal orientated. They also relevancy oriented and are practical learners who like to be respected when in the classroom ("Adult Learning Theory," 2007). As educators, we need to foster the adult learner’s internal motivation to learn. Develop a rapport with the adult learner, encourage them to ask questions and explore concepts. Some adult learners come with years of experience and knowledge, with this as an instructor or teacher we need to harvest this information and have them apply it to their

Abstract Aimee Horton and Malcolm Knowles were giants among lifelong learners and had many similarities as well as several contrasts. Their passion was adult learning. Both spent their career passionately facilitating learning for adults while achieving advanced degrees. The two scholars were very similar in their desire that all adults wanted to and could learn. They saw a rapid ever-changing world and the need to adapt to ensure that adult learners was not left behind or taught like children.

Today's workers need to prepare with continuous job training, growth and development. Given the increased age, experiences and diverse lifestyles of the working population, it is understandable that adult education practices must move beyond the traditional model of teachers and learners, while new skills, working with local companies to match their needs and sending staff into factories and other workplaces to spread the word about state and federal retraining assistance. While trying to decide how to rebuild your life after loss of employment and lack of job opportunities following the current recession, or devastated from a divorce? Adult students faced with other struggles; studies have shown that older adult students face different hurdles, family problems, and poor self-image. These along with poor time management, weaker academic preparation and a need for remediation an increased focus on adult learners and their needs can help. (armour)

In a adulthood mindset, however, students believe their abilities and intelligence can be developed with straining, literature, and persistence. Their bare-bones abilities

The adult learners in our communities are increasingly living longer these days and taking on the after school care for the grand-children in the family (e.g. homework assignments via computers and social media). Not too long ago there are signs of non-traditional adult learners on college campuses seeking undergraduate degrees, filling some of the seats formerly occupied by the traditional, 18-22 year old students according to (Apps, 1981; Cross, 1981; Leckie, 1988). Cross (1981) noted that part-time students make up the greater part of this increase. In other words, the number of full-time adult learners are still quite small, particularly at four-year colleges and universities. While universities are noticing the presence of mature adults

Mark Knowles who is main contributor to adult learning theory clearly states various assumptions associated adult’s learning such as adults need to know why they are learning, need to be self-directed, learning from experiences, problem centered approach to learning, and motivation by both extrinsic and intrinsic motivators (Noe, 2013).

Developing strong academic study skills in Higher Education is arguably the most important area of learning and development a student can cultivate, in order to achieve academic success. The skills that are acquired, the learning techniques that a student refines and life learning experiences are all going to develop into long-term career prospects and future career enhancement. Some of the key areas for development and discussion in this essay will include note taking/essay writing, critical thinking and analysing questions and reflective thinking skills.

The modern world is in constant flux, new technology and ideas emerge by the second, and so, the only way to keep up with this pace - is to upkeep your mind. By actively continuing to learn - at any age - you can ensure that your brain stays sharp. Scientific studies show that keeping the mind active promotes neuroplasticity in the brain, improving both cognitive function and memory. Mature adults will not only discover the cognitive benefits and intrinsic value of learning, but will also find it cultivates personal development and a healthy social life. Participating in education encourages the learner to meet different people while fostering a culture of sharing new skills and insights. In addition, active adults have a chance to give back

Randolph’s experience as an adult learner is that she lacks time. She states that “balancing a job, family and

I have learned new strategies that will help me throughout my college years, so that I can be successful with studying and test taking. I now know that in order for me to do well in school we all need good study strategies that we can use that works for us individually. I hope this outline will help myself and people that has had bad study habits, now apply these helpful methods.

The reasoning for postponement is different for each individual pupil (Tews, 2013). Adult students often attend school only part-time, as compared to the traditional full-time position (Tews, 2013). Traditional students often work to flourish in the subjects regardless of their destination (Tews, 2013). Adult learners are outcome oriented, when adults do not visualize the desired result they leave school (Tews, 2013). Many traditional students have family that expects them to stay in school (Tews, 2013). As compared to the adult learner, traditional learners may not always have clear objectives in mind (Tews, 2013). Adult learners are more disposed to accepting accountability for their own learning (Tews, 2013). Critical thinking is a tool for decision-making and solving problems, which is an important characteristic of a prosperous learner at a distance or traditional (Tomei, 2010).

Time management is more often than not a challenge for many students. This is more so the case for adult students. It is important to note that unlike their younger counterparts, adult learners face a host of unique challenges when it comes to the management of time. In addition to the demands of their fulltime or part-time jobs, adult learners often have to attend to other responsibilities including but not limited to child care and other familial obligations. This text clearly demonstrates how adult learners can better manage their time for academic success.