부산대학교 도서관

This article is concerned with the design and management of instructional situations in adult education. Research about program planning in adult education is noted. It also examines the psychological factors affecting program design. It is asserted that learning situations should provide a sense of mastery and success for the adult. The article analyzes the dynamics of adult instruction and the types of sociopsychological interactions that affect learning. It explains how the area of processes employed in educating adults has been a matter of confusion and conflict in terminology and constituent concepts.