| Learning Principles | Implications for Course Design |
| The adult is a partner with the instructor in the learning process. | Participants should actively influence the learning approach. |
| Adults are capable of taking responsibility for their own learning. | Incorporate self-directed learning activities in the course design. |
| Adult learners gain through two-way communication. | Avoid over-use of lectures and ‘taking-to’, emphasise discussion. |
| Adults learn through reflection on their and others’ experience. | Use of interactive methods such as case studies, role-playing, etc. |
| Adults learn what they perceive to be useful in their life situations. | Make the content and materials closely fit assessed needs |
| Adults’ attention spans are a function of their interest in the experience. | Allow plenty of time to ‘process the learning activities. |
| Adults are most receptive to instruction that is clearly related to problems they face daily. | Include applications planning in each learning activity. |
| Adults learn best when they are being treated with respect. | Promote giving inquiry into problems and affirm the experience of participants |
| Adults do not typically see themselves as learners. | Give participants a rationale for becoming involved and provide opportunities for success. |
| Adults learn better in a climate that is informal and personal. | Promote getting acquainted and interpersonal linkages. |
| Adult learners apply learning that they have been influential in planning. | Diagnose and prioritise learning needs and preferences during the course as well as before. |
| Adults learn when they feel supported experimenting with new ideas and skills. | Use learning groups as ‘home bases’ for participants. |
| Adults are likely to have somewhat fixed points of view that make them closed to new ways of thinking and behaving. | Include interpersonal feedback exercises and opportunities to experiment. |
| Adults learn to react to the differential status of members of the group | Use sub-groups to provide safety and readiness to engage in open interchange |
| Adults are internally motivated to develop increased effectiveness. | Make all learner evaluation self-directed. |
| Adults filter their learning through their values systems. | Provide activities that focus on cognitive, affective and behavioural change. |