ADULTS LEARN DIFFERENTLY than young people. But more importantly, their reasons for learning are very different. Andragogy (Knowles, 1984), the theory of adult learning, attempts to explain why adults learn differently than other types of learners.

Adult learners are volunteers. There is no compulsion involved when teaching adults and therefore motivation is not usually a problem. Adults tend to seek out learning opportunities. Often life changes, such as marriage, divorce, a job change, termination, retirement or a geographical change, serve as the motivation for the adult to seek new learning opportunities (Cross,1981). 
Adults often seek out learning opportunities in order to cope with life changes. They usually want to learn something that they can use to better their position or make a change for the better. They are not always interested in knowledge for it's own sake. Learning is a means to an end, not an end in itself.
These adults bring a wealth of information and experiences to the learning situation. They generally want to be treated as equals who are free to direct themselves in the education process (Zemke,1984).

Use problem oriented instruction. Case studies, simulations problem solving groups make the instruction relevant to their situation.

Instruction should be about tasks not memorization of content.

Instructors need to put their egos aside and not be afraid to have ideas and instruction challenged. Don’t be afraid to give up control.

Make the environment comfortable and leave time for breaks (every 45- 60 minutes).

Instructors should use open ended questions to bring out the vast experiences of the adult learners.

Let adults direct themselves in the instructional process 

Integrate new information with previous experiences 

Make sure the information is relevant 

Make sure the information is readily useable for the learner

Jonathan Green
Green, J. (1998). Androgogy: Teaching adults. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved July 14,