Abstract
It has often been the mistake of educators to treat instruction for adults like instruction for children. In recognizing adults as the unique learners they are, characteristics of adult learners are integrated with the lesson design level of the Gagne-Briggs model of instructional design to produce a design model which accommodates adult learning. The implications of learner characteristics such as experience, motivation, physiological barriers, psychological barriers, and memory are indicated for the components of the model, including objectives, instructional events, conditions of learning, media, and assessing learner performance. It is concluded that the Gagne-Briggs design model can be extended to a more holistic view of learning by attending to specific characteristics of adult learners.
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Bonner, J. Systematic lesson design for adult learners. Journal of Instructional Development 6, 34–42 (1982). https://doi.org/10.1007/BF02905114
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DOI: https://doi.org/10.1007/BF02905114