Group items tagged

Stimulating the affective dimension of learning is vital for adult education. In fact, some believe that adult education is affective learning, the purpose being to help adults draw meaning out of life experiences (Lindeman, 1961). Therefore, the adult educator's understanding and integration of the affective domain in program development is paramount.

The Association of Psychological Science commissioned a review of the evidence for the benefits of using learning styles, and the report is clear. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice.