ABSTRACT
The core principle that adults need to know why before they engage in learning has led to the now generally accepted premise that adults should be
engaged in a collaborative planning process for their learning. Indeed, one of
the distinguishing characteristics of many adult learning programs is the
shared control of program planning and facilitation. Even in learning
situations in which the learning content is prescribed, sharing control over
the learning strategies is believed to make learning more effective. Engaging
adults as collaborative partners for learning satisfies their need to know as well as appeals to their self-concept as independent learners.
