Applying the Assumptions of Adult Learning Online
Creating an online environment that will promote the accomplishment of these goals is no easy task. There must be clear communication from the course facilitator at the start of the course informing the learners to think about and identify their specific learning goals as well as Journal of Interactive Online. Typically, online programs are designed to deliver a fixed amount of learning content in a predetermined amount of time.
Learner’s Need to Know 
Andragogy assumes that the adult learners’ need to know is prompted by a desire to apply learning to some aspect of their professional or personal lives. It is important to be clear about the objectives that are used with flattered people so that they do not wear out efforts in their training on line.
Raising learner awareness of the need to know
Raising learner awareness of their need to know also has implications for the way online tools and resources are used. We must recognize that it is very important to strengthen learning using different digital tools, but discussions and dialogue are tools that enhance the training of adults, discussions can be synchronous and asynchronous.
Synchronous discussions are live, ongoing exchanges that require the participants to be together at the same time.
Asynchronous discussions are those that are also ongoing but do not require people to be scheduled to meet.
A synchronous approach might use video chat (e.g. Skype or Google Hangouts) to arrange a real-time discussion between participants.
Self-Concept of the Learner
The psychological process of gaining self-concept begins in adolescence and develops rapidly through young adulthood. At this stage the person makes decisions and seeks different means to train, but will have moments of insecurity and does not feel capable of their own skills, therefore in their online training the facilitator must create an environment of respect.
A practical reason for including Conti’s interpretation of self-concept is that it engenders instruction that:
● encourages dialogue between the instructor and the learners.
● facilitates learner exploration of self-concept.
● supports learners to identify problems they wish to include as topics covered.
Prior Experience of the Learner Perhaps the strongest incentive to incorporate adult learning theory is acknowledgement of an adult learner’s previous experience.
Motivation to Learn
Motivation is driven by a need to express a choice about what it is they are learning. If an adult learner does not perceive that a learning event will add value or satisfaction, they are unlikely to be motivated to commit energy toward its fulfillment.
The specific behavioral characteristics underlying each trait are described as follows:
Expertise: the power of knowledge and preparation
Empathy: the power of understanding and consideration
Enthusiasm: the power of commitment and animation.
Clarity: the power of language and organization.
Readiness to Learn
Readiness to learn is largely determined by the learner; the main criterion is knowing how to adapt learning to real-world situations effectively. Based on experience and need, a person realizes that taking responsibility is important.
Readiness to learn
Is about matching instruction with the developmental stage of the learner. It is important to make a diagnosis to the students to know the knowledge before addressing a new topic, because if they do not know it, they tend to be less participatory and intimidated.
Orientation to Learning
An adult learner’s orientation to learning is life-centered. Instead of dividing learning into subjects, it should be divided into real-world situations. Conforme los adultos han vivido han tendido experiencias y dificultades que necesitan contarlos o resolverlos, es por ello que prestan mayor atención al contenido útil para ellos.
Student: Edgar Rolando Sanum Marroquin