ADULT LEARNERS’ CHARACTERISTICS: TEACHERS’ PERCEPTION AND CORRESPONDING INSTRUCTIONAL STRATEGIES - A CASE IN A POLITICAL ACADEMY IN VIETNAM

Abstract

Gaining an insightful understanding of what types of characteristics adult learners are and what instructional strategies would be appropriate for them in order to help foster their learning, this quantitative study, in a context of a political academy in Vietnam, was employed to achieve such aims. A survey questionnaire was used to collect data from 46 politics lecturers. The findings showed that the teacher participants appreciated their adult learners’ understanding of why they must learn further (M=4.33) and rich living experiences (M=4.30). Besides, the lecturers were highly perceived to be in charge of encouraging their adult learners to keep involved in their learning process (M=4.54). The study also provided its readers with several implications for fostering their understanding of adult learners, their characteristics, and their needs as well. Article visualizations: