Adult student preferences: Instructor characteristics conducive to successful teaching

Abstract

Purpose This study examined adult students’ perspectives on what characteristics make for successful teaching and learning environments in the adult student classroom. Methodology One hundred and thirty-two adult students (ranging in age from 22 to 70) participated in a mixed methods (quantitative and qualitative) survey. Findings Adult students seem to prefer instructors with knowledge and respect for adult learners, applied experience in the fields in which they teach, and those who have clear communication, and are fair and understanding. Participants viewed not understanding or respecting adult students and being arrogant or condescending as problematic characteristics for instructors to have.