EAC 595G The Adult Learner
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Introduction to Andragogy
Initially termed by Alexander Kapp in 1833, Andragogy has been defined by Malcolm Knowles as the art and science of helping adults learn.
Malcom Knowles
Malcolm Knowles, also known as the "Father of Andragogy," is considered a central figure in Adult Education. He argued that much of what is known about learning has been studied only in children and animals, and proposed five assumptions that maintained adults learn differently from children. His notion on the distinction between adult learning and andragogy versus traditional learning and pedagogy has been widely discussed among researchers and practitioners.
Knowles on adult education:
The major problems of our age deal with human relations; the solutions can be found only in education. Skill in human relations is a skill that must be learned; it is learned in the home, in the school, in the church, on the job, and wherever people gather together in small groups. This fact makes the task of every leader of adult groups real, specific, and clear: Every adult group, of whatever nature, must become a laboratory of democracy, a place where people may have the experience of learning to live co-operatively. Attitudes and opinions are formed primarily in the study groups, work groups, and play groups with which adults affiliate voluntarily. These groups are the foundation stones of our democracy. Their goals largely determine the goals of our society. ~ Knowles, 1950, p. 9
Assumptions and Main Principles
“The five assumptions underlying andragogy describe the adult learner as someone who (1) has an independent self-concept and who can direct his or her own learning, (2) has accumulated a reservoir of life experiences that is a rich resource for learning, (3) has learning needs closely related to changing social roles, (4) is problem-centered and interested in immediate application of knowledge, and (5) is motivated to learn by internal rather than external factors.”
Differences from Pedagogy
Pedagogy is the most basic form of instruction/learning. Children have to go to school, whereas adults choose to go. Adults have an investment in their own learning and most volunteer to learn things that interest them, or subjects that apply to their work or leisure time. The adult gets to the androgogy state of learning by having grown through the pedagogical style. Knowles acknowledged this by indicating 4 assumptions of androgogy: 1.) Self-concept of the adult learner, 2.) A reservoir of experience, 3.) A readiness to learn, and 4.) A perspective change about the education process. (Knowles, M. (1970), Andragogy: An emerging technology for adult learning. New York: Association Press, p. 39)
Critique
Andragogy has been accepted by many adult educators in the world and has influenced the practice of adult eduction in many and varied ways. It is the means by which many adult educators conduct adult education. Because of this, adragogy has made many contributions to adult education. However, some criticize this notion of andragogy as having done very little to clarfiy our understanding of the process of learning. Some say that andragogy hasn't been tested sufficiently or found to be the basis for a theory of adult learning nor is it a concept that brings together those in the adult education field.
Instructional Strategies
Instructors should be aware that their role has changed. Learner-centred classes will stimulate dialogue and knowledge construction. Learners will benefit from a scaffolding approach to learning where the teacher provides more support in the early stages of the course; this support is gradually faded until learners become self-reliant. In a constructive approach teachers should see themselves as facilitators and co-learners. Teachers must bear in mind, however, that learners are individuals with different life experiences and learning preferences. Teachers should respect that, and at the same time gradually try to push learners away from their comfort zone in the direction of a deeper approach to learning.
Because adult learners bring a lifetime of experience to the learning environment, instructors are wise to recognize and incorporate these experiences into learning activities. By acknowledging the experiences of the adult learner, one taps into the vast store of knowledge held by training participants. Adults are better able to relate new experiences to their past experience. However, because adults have fomulated a world view based on their ecxperiences, they can be less open to new concepts and attitudes.
http://claweb.cla.unipd.it/home/cwhigham/cam_hy_whig/andragogy.htm
An instructor may choose to follow Knowles' basic principles of Andragogy as a framework for facilitating more effective discussion and training:
Principles-
1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for learning activities.
3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented.
Ways to Incorporate Andragogy into Instruction
| Learners learn Best When... | The Role of the Instructor is to... | Instructional Strategies Include |
|---|---|---|
| The learning experience is active and not passive | Actively engage learners in their learning experience | role plays, presentations, activities |
| They feel valued and respected for the experiences and perspectives they bring to the learning situation | Elicit learners’ experiences and perspectives | group discussion, brainstorming |
| The learning experience actually fills their immediate needs | Identify learners’ needs and tie learning concepts into these identified needs | action plans, self-assessments |
| They accept responsibility for their own learning | Make sure that content and skills are directly relevant to learners’ experiences so that they will want to learn | base training on needs assessments, ask open-ended questions about how content could relate to their experiences |
| Their learning is self-directed and meaningful to them | Involve learners in deciding on the content and skills that will be covered | forums and focus groups; provide variety of projects from which learners can choose |
| They receive sufficient direction based on their needs | Provide varying levels of direction based on the learner’s knowledge & skill | have office hours or be available outside of training for those who need extra direction |
| New material is related to what learners already know | Use instructional methods that enable learners to integrate the new material | case studies; research projects |
| The environment is conducive to learning | Take measures to assure that the physical and social environment is safe, comfortable and enjoyable | create group agreements; consider how the room is arranged |
| Learning occurs autonomously and collaboratively | Use instructional methods that encourage learners to work both in small groups and independently | variety of assignments (individual tasks and group projects) |
| The instructor values their contributions as both a learner and a teacher | Encourage learners to share their expertise and experiences with others | allow learners to answer each other's questions; pose open ended questions to the group; conduct ice breakers and other get acquainted activities |
Articles of Interest and Web Resources
Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23, 275-286.
Knowles, M. (1975). 1975 looking ahead.. Training & Development Journal, 29, 20.
Knowles, M. S. (1980). My farewell address...andragogy--no panacea, no ideology. Training & Development Journal, 34, 48.
Lawson, G. New paradigms in adult education. Adult Learning, 8, 10.
Ozuah, P. O. (2005). First, there was pedagogy and then came andragogy. Einstein Journal of Biology & Medicine, 21, 83-87.
Sun, L. Knowledge construction in e-learning - google scholar; knowledge construction in E-learning:Designing an E-learning environment.
Weingand, D. E. A reminder about andragogy. Journal of Education for Library & Science, 37, 79.
http://web.uni-bamberg.de/ppp/andragogik/andragogy/index.htm
http://staff.fanshawec.on.ca/TGedies/andragogy.htm
http://literacy.kent.edu/~nebraska/curric/ttim1/artsum.html
http://tecfa.unige.ch/themes/sa2/act-app-dos2-fic-andragog.htm
References
Knowles, M.S. (1950). Informal adult education. Chicago: Association Press.
Merriam, S.B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New directions for adult and continuing education. Jossey-Bass, a publishing unit of John Wiley & sons, inc. 89, 5.
Merriam, S.B. (Ed.) An update on adult learning theory. San Francisco: Jossey-Bass, pp.15-24.