Seven principles are provided for education programs or courses which stimulate adult learning through positive learning experiences for academic success.
What makes a highly effective adult education program depends on how well a school stimulates adult learning. These qualities are influenced by the ever-accelerating advances of knowledge and technology. Also, let’s not forget about adults who decide whether they want to continue to learn or not and businesses which must continue to teach and train their employees or slide into obsolescence.

Other factors which connect these traits for what makes highly effective adult education programs are adult learning and personal growth. Just as children develop strategies for learning and thinking; adults continue to mature in their thinking, learning, and growth as they grow older. Also, just like children adults only continue to learn and grow in a supportive environment.
Adult Learning: Effective and Stimulating Strategies

Adults considering enrolling in an adult education program must consider the learning environment. Focusing on programs which abide by the principles (New Learning Horizons, "Characteristics of Highly Effective Adult Learning Programs," Dorothy D. Billington) which stimulate adult development. These are programs use teaching strategies which provide:

support by recognizing and respecting adult learners’ knowledge, growth, abilities, and life achievements

a learning environment which encourages intellectual freedom, experimentation, problem solving, communication, and creativity

opportunities for self-directed learning. Faculty and trainers work with students to design individual learning programs which meet adult learners’ professional development and growth

each adult learner learns what they need to be successful in their profession
an environment in which faculty or trainers treat adult students as intelligent, experienced adults, with prior knowledge and experiences. These factors are respected and appreciated, because faculty and trainers feel they learn from their students and their students learn from them.

intellectual challenge which is not too far beyond their ability; however, the pacing of the course still offers intellectual stimulation. This is an important balance because if challenged too far, students tend to give up and if challenged too little, students are bored and learn little.

active involvement in the learning process, as opposed to being a passive listener. Learning and growth takes place in an environment which promotes interaction, trying new ideas in the workplace, and where exercises draw from student experiences to support facts and theory.

regular feedback from faculty and trainers, along with the ability to influence changes based what is best for an adult learners learning and growth
These principles are student-centered and offer adult learners the stimulation they need to learn and grow, because they provide positive learning experiences.

Poor Environment: Unproductive Adult Learning and Growth

Poor learning environments lead to unproductive adult learning, because they do not follow the principles of highly effective adult education. These programs require adult learners to complete a course in lock-step with other students, regardless of their prior knowledge and experiences. Portions or all of these programs are not relevant or take into consideration the learner’s professional goals and personal growth.

The course in these programs a lead by faculty or trainers who are often referred to as "sage on the stage" or "teacher-centered" lecturers. Adult learners are made to feel inadequate, causing them to feel threatened by the learning environment. This causes them to learn little, drop-out, or do the minimum necessary to just get the course over.
Being Proactive: Seeking out Stimulating Learning Environments

Adult learners must be proactive in assessing adult education programs and courses to determine which follow the principles of highly effective teaching and learning. The following are strategies for assessing a program or course before enrolling.
Ask adults who recently completed the program or course their feelings regarding their level of learning or personal growth. Specifically, were they able to transfer their new knowledge to their job or career objectives?

Listen to other adults’ conversations about a particular program or course, paying particular attention to how well their expectations were fulfilled.
Ask a current or potential employer their views regarding a program’s ability to satisfy job requirements and objectives.

What makes a highly effective adult education program? Adult education programs which stimulate adult learning and personal growth. This principle is critical to academic success. These programs are also valued by employers, because graduates are able to think out of the box and contribute to the success of the business.