In most cases adults will bring a wealth of relevant life experiences to the learning encounter. They will have a context to which they can relate the new skills or knowledge, or they will have future situations where they can envisage the application of what they have just learned. Their past experiences can be resources for themselves and others as they come to the learning situation. Since adults pass through a number of developmental stages related to aging or maturation, they will be inclined to reinterpret the new knowledge in terms of their current stage or transition phase. In a group situation, this makes for a rich tapestry of interpretation and exploration.
Adults are, for the most part, self-directed.
They want to take responsibility for their own learning. They want to have a say in shaping the learning experience and often have very definite ideas about their likes and dislikes.