Abstract:
The learning design in programmes for adult learners in higher education does not usually make provision for the specific characteristics and learning needs of adults. The question that directed the evaluation study undertaken was whether the learning design in a specific programme reflected the learning needs of the predominantly adult learners in the programme. Adult learning principles incorporated in an integrated four-part model provided a theoretical framework for the research. The results suggested that some of the learning needs/preferences of the adult respondents were addressed but cautioned leaders that certain areas of the learning design in the programme needed improvement.
