Adult learners usually return to school for personally motivating reasons. They are over the age of 25 and have been in the working world for a period of time. During this time they have either found dissatisfaction with their job or a lack of ability to advance. They have found it necessary to educate themselves further in order to better their situation. This creates personal motivation. They have a clear goal and reason for returning to school and want to be successful.
Adult students and non-traditional learners bring an element of experience into the classroom. They are able to use life experience and on-the-job knowledge to help further their education. This life experience can help link the content in the class with how it pertains to work situations. Instructors are urged to take this life experience very seriously and not discredit ideas and thoughts that students have based on their personal history. Inclusion of the student into curriculum design makes the adult learner feel appreciated and valued, therefore helping them to succeed within the class.
One of Knowle's six points in andragogy is the adult learners readiness to learn. This point differs from motivation in that motivation deals with gains that are a direct result of learning, while readiness to learn deals with the learner's realization that learning is what they need to do. This readiness to learn helps adult learners understand that they must acquire new knowledge in order to deal with current life situations. Basically, the idea is that adult learners succeed in school because they understand why they need the education.
If an adult goes back to school as a non-traditional student, they understand themselves more clearly than when they were adolescents. Adult learners are focused on their goal and they know the best way to achieve it for themselves. Understanding your own personal learning style is key to succeeding in education. There are three basic learning styles; auditory, visual and kinesthetic (by doing). An adult understands if they learn better by hearing, seeing or doing and are able to adjust study habits accordingly. Also, post secondary instructors learn that teaching to all three learning styles is in the best interest of their students. Many instructors will attempt to have lesson variations and options available in order to accommodate different styles.