ABSTRACT
Instructors of adults generally want to ensure efficient and effective learning.
This focus often leads to concentration on what they are doing rather than
what the learner is doing. Applying core adult learning principles 2, 3, and 4 from the andragogy in practice model directs the instructor to use the existing knowledge, experience, and motivation of learners to shape the
learning experience. The principles include: self-concept of the learner, prior
experience of the learner, and readiness to learn. When this shift to the
learner occurs, the leader’s role moves from that of a traditional teacher to a
facilitator of learning. The facilitator role may appear to be more casual, but
actually requires increased attentiveness to what is happening in individuals
and groups of learners.
