way while perceiving the connection between training along with the key objectives (Illeris, 2007). The environment of learning for adults has to be set in accordance with an appropriate time schedule. More often, adults tend to be attending after they work of full time basis or weekly basis, and hence, they always expect and require the class to start on time and end on time as well. Adults tend to be appreciating a comfortable environment of learning for the provision of opportunities to take a break (Kenner and Weinerman, 2011). Adult learners are known to be having a highly diversified experience.
Encouragement of adult for sharing such experiences is across the classing, while discussing about the scope of application in researching the subject. For children, environment of learning has to be stimulating as well as interesting. There is also a major requirement of higher scope of structure instead of environments of learning for the adult learners. On the other hand, children require explicit teaching for coming to class as per the time set, while coming in interaction with peers in an appropriate manner along with the establishment of other classroom skills (Kuhn and Pease, 2006). In addition, children and adults are known to be having a different factor of motivation for the purpose of learning. Mostly, adult students tend to acknowledge what they are willing to learn, and they prefer seeing the program in organization of personal goals.
The underlying belief is that adults have orientation with relevance. They show willingness in seeing a reason to learn something, and there must be applicability of learning at home or at work (Merriam and Bierema, 2013). Adults can be considered as practical and should be focusing on what has key significance to them. It becomes important that the instructor should be making the relevance of the coursework.