Before designing the course, some practical and feasible ways of involving a sample of learners who are representative of the class membership include using faxes, telephones, electronic mail, and focus groups. For multiple-session programs, the course content could be negotiated during the first session. Such a learning environment is also an essential element in successful partnerships between learners and instructors. Any anxieties learners might have about appearing foolish or exposing themselves to failure should be eased, but they should not feel so safe that they do not question their current assumptions or are not challenged in other ways. An ideal adult learning climate has a nonthreatening, nonjudgmental atmosphere in which adults have permission for and are expected to share in the responsibility for their learning.
First impressions are frequently lasting ones.
The first session should create the foundation for a healthy learning partnership and set the tone for the balance of the program. Consider informal furniture arrangements with chairs in a circle or around a table and allow time for introductions, including information about the instructor. Even if the first session is devoted to needs assessment and discussing learner expectations for the course, provide written information about the course. Well-designed group work can contribute to the development of a collaborative, participative learning environment in which the instructor is perceived as a partner. Small group activities foster the development of positive peer relationships among learners, which frequently have a much greater influence on learning than teacher-learner relationships.