Therefore, the first task of the facilitator of learning is to help the learners become aware of the "need to know ". .
Another assumption suggests that adults have a self-concept of being responsible for their own decisions; once adult learners have arrived at that self-concept; they develop a deep psychological need to be seen by others and treated by others as being capable of self-direction (Elcigil & Sari, 2006). Therefore, in adult learning situations, it is believed that sharing control over the learning strategies can make learning more effective. Engaging adults as collaborative partners for learning satisfies their "need to know " as well as appeals to their self-concept as independent learners (Knowles et al, 1998). This is further reinforced by Wong et al that there must be collaboration between the educator and patient, and the adult patient needs to be involved as a partner and active agent of care (2005).
It is also assumed that adults enter the educational activity with a greater volume and more varied experiences than do children. Adults' experience has a very important impact on the learning process. Kolb points out that learning is a continuous process grounded in experiences, which means that all learning can be seen as relearning (1984). This is particularly true for adults who have such a large reservoir of experiences. .
The next assumption suggests that adults have a readiness to learn those things that they need to know in order to cope effectively with real-life situations (Knowles et al, 1998, pg. 67). Pratt states that adults' life situations not only affect their readiness to learn, but also their readiness for andragogical-type learning experiences (1988). .
Adults generally prefer a problem solving orientation to learning, rather than subject-centered learning; they learn best when new information is presented in real-life context (Wilson & Hayes, 2000).