This article focuses on evaluating satisfaction within adult training groups characterized by heterogeneous learner profiles. It explores the specific challenges related to assessing satisfaction in contexts where adults possess varying levels of prior knowledge, experiences, and learning preferences. The study examines crucial methodologies and adaptive approaches essential for effectively evaluating satisfaction in such heterogeneous environments, aiming to enhance the efficacy of training programs.
Acknowledging the heterogeneity of learner profiles, the article identifies challenges in assessing satisfaction within these adult groups. It emphasizes the importance of personalized evaluation methods that consider individual learner characteristics to ensure fair assessments.
Drawing on adaptive evaluation methods such as satisfaction surveys, feedback tracking, and formative assessments, the study suggests approaches for comprehensive satisfaction evaluations within heterogeneous adult learner groups. It also discusses data collection strategies that take into account learners' individual preferences and opinions.
Furthermore, the article highlights the role of satisfaction assessments in continuous improvement of training programs, emphasizing their impact on adapting and enhancing programs to meet learners' specific needs. This study provides a framework for evaluating satisfaction within adult training groups, offering insights for educators and stakeholders committed to optimizing learner satisfaction in heterogeneous training contexts.

Authors:
Khadija EL Mansouri, Ecole Normale Supérieure, Morocco
lynda Ouchaouka, Ecole Normale Supérieure, Morocco
Nadia Saqri, Ecole Normale Supérieure, Morocco

About the Presenter(s)
Ms Khadija EL Mansouri is a University Doctoral Student at Ecole Normale Supérieure in Morocco

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