Week 6:
Andragogy

Overview of andragogy 

TIMELINE 

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1833 -Alexander Kapp first uses the term andragogy in his discussion of Plato's work (German).

1921 - The term is used to describe adult education requirements (German).

1926 - The term is first used in English. 

1980 - The term used by Malcolm Knowles in his 'Theory of Adult Education.'

 

KEY RESEARCHERS

 

John Dewey (1859 - 1952)

In 1897, Dewey coined the phrase "learning by doing." Also known as project-based learning (PBL), learners acquire the skills by exploring real-world problems. 

 

Reg Revans (1907 - 2003)

Professor who pioneered the theory of action learning. An approach to problem-solving that involves small groups solving complex, real-world problems. 

 

Malcolm Shepherd Knowles (1913 - 1997) 

Popularized the term andragogy focusing on adult learners and their unique characteristics and needs. 

 

Jack Mezirow (1923 - 2014)

Defined the concept of transformative learning in 1978. The concept is that all learners use different assumptions, expectations, and beliefs to make sense of the world around them.

 

David Kolb (1939 - Present)

Known for his concepts of experiential learning (1970s), which draws on the work of John Dewey, Kurt Lewin, and Jean Piaget. Believed learning required a hands-on approach with the learner at the center of the learning experience.

 

D.R. Garrison

Rooted in Malcolm Knowles' theory of adult learning, in 1997, he added elements of self-management to Knowles' model. 

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MALCOLM SHEPHERD KNOWLES 

Knowles' 5 Assumptions Of Adult Learners

1. Self-Concept: As a person matures, his/her self-concept moves from being a dependent personality to being a self-directed human being.

2. Adult Learner Experience: As a person matures, he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.

3. Readiness to Learn: As a person matures, his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.

4. Orientation to Learning: As a person matures, his/her time perspective changes from postponed application of knowledge to immediacy of application. As a result, his/her orientation toward learning shifts from subject-centeredness to problem-centeredness.

5. Motivation to Learn: As a person matures, the motivation to learn is internal/intrinsic. 

 

Knowles's Six Principles of Andragogy

The five assumptions are broken down into six principles:

 

1. Need to Know: Adults need to know why they are being asked to learn about a particular topic.

2. Experience: A learner's prior experience should be the basis for learning activities.

3. Self-Concept: Adults want autonomy and some control over the learning process.

4. Readiness: Adults want learning experiences that apply to real-life problem-solving.

5. Problem Orientation: Adults want learning experiences to help them solve problems right now.

6. Intrinsic Motivation: Adults prefer internal motivators to engage in the learning process.

 

MAJOR ADULT LEARNING THEORIES

1. Andragogy: Self-motivated learner, structured formal learning with applied goals, specific problem solving.

2. Transformational Learning: Helps learners change their existing frames of reference (best for personal change & growth, complex analytical process, situational evaluation).

3. Experiential Learning: Active participation (best for process-oriented tasks, mechanical skill dev).

4. Self-Directed Learning: Individuals take the initiative to diagnose learning needs, form goals, ID resources, create plans, and assess their own results. Occur with help from teacher, mentor, or peer (good for tech-based learning, process-based knowledge, MOOC).

5. Project Based Learning (PBL): Learners acquire the skills needed for deeper knowledge through active exploration of real-world problems - learning by doing - learners iterate through input from others (best for process improvement, software, and tech research development)

6. Action Learning: Approach to problem-solving that involves taking action and reflecting on results (best for filling in gaps in organizational knowledge, team building, identifying areas of learning need)

 

TYPES OF LEARNING ENVIRONMENTS

Formal: Learning objectives and goals are typically set by the training department or educators. These structured settings are commonly associated with traditional academic institutions or corporate training programs. Curriculum driven. 

 

Informal: Learners are in control of their learning objectives and goals. It occurs naturally through daily experiences, such as when individuals seek knowledge or skills to solve immediate problems. Not pre-planned and not deliberate. Informal learning can happen during interactions with colleagues, browsing online resources, or participating in personal learning networks (PLNs). Driven by conversation, unpredictable. 

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Non-Formal: Learning goals and objectives are determined intentionally by the individual but within the context of an organization or group, i.e., adult literacy, GED, or summer camp. 

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Implications of andragogy for instructional design 

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Because adult learners have different motivations for learning, instructional designers should ensure they include appropriate tools to meet their needs.  

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1. Explain the reasons why topics are being taught. Share learning objectives and expectations before beginning instruction. 

2. Create learning activities that are task-oriented (rather than memorization). 

3. Instruction should be flexible enough for learners with different backgrounds; materials should be appropriate for learners with different levels and types of experience.

4. Instructors should adopt a collaborative approach with students, working to facilitate self-directed learning and collaboration through group projects and activities.  

5. Differing learner experiences should be celebrated by encouraging learners to share their personal perspectives and experiences. This can be done in group projects, peer-to-peer review, or through discussion boards. 

6. Where possible, content should align with real-world experiences. Adult learners prefer information that is readily applicable to their lives. 

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Strengths and limitations of andragogy in education 

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Strengths  

Andragogy acknowledges that adult learners have very different needs from child and adolescent learners. By understanding this difference, instructional designers can create relevant and appealing content. The key strengths are: 

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1. Incorporation and acknowledgment of prior experience as a reality of the learning process. Diverse life experiences are valued rather than being dismissed, meaning instructors do not assume a common base level of understanding for all learners. 

2. Relevance to the real world as part of instructional design. Adult learners value knowledge that supports their daily personal and professional aspirations. Learning experiences that allow learners to use their new knowledge immediately are viewed positively.

3. Autonomy and flexibility are critical for busy professionals with conflicting commitments. Adults need control over what they learn, the delivery method, and the definition of successful outcomes. 

 

Limitations  

1. Heavy emphasis on self-directed learning will not apply to every adult. Depending on personal learning types, some adults may have greater success with a more traditional formal educational setting with set curriculum, assessments, and expectations. 

2. The definition of adult can have varying meanings in different cultures and parts of the work. Simply achieving the (United States) "legal" age of 18 does not make the theories of andragogy immediately applicable. Emotional maturity and cultural definitions of adulthood vary greatly from chronological age. 

3. The assumption that ALL adults are motivated by any one thing (generally described as intrinsic in andragogy) is impractical. Needs change dramatically across the span of adulthood, and the theory doesn't address how the principles may change from early adulthood to middle age to the elderly.