Renuka Kumar
Associate Professor
Community College of Baltimore County
Maryland

• Pedagogy vs. Andragogy
• What is Andragogy?
• Why Andragogy?
• Five Assumptions of Andragogy o Define assumption o Pedagogy vs. Andragogy o Implications for Online Instruction o Online Course Design
• Conclusion
• Discussion
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Pedagogy vs. Andragogy
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• Pedagogy o The method and practice of teaching.
Focus on teaching.
• Andragogy o The art and science of helping adults learn.
Focus on learning.
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What is Andragogy?
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• Set of assumptions about how adults learn o 1833 - Alexander Kapp
Plato’s educational theories o 1920s Eugen Rosenstock
Theory of adult education o 1970s Malcolm Knowles
Popularized in the US
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Why Andragogy?
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• 7.1 million online students -Fall 2012
• 30% of all students in higher education
• 80% above age 25
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Five Assumptions of Andragogy
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Characteristics of adult learners:
1. Self-directed
2. Bring experience
3. Ready to learn
4. Problem oriented
5. Motivated to learn
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Assumption 1 - Self-Directed
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Adult learners:
• are increasingly independent.
• need to be actively involved in decisions that affect them.
• believe they are responsible for their lives.
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Assumption 1 - Self-Directed
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• Pedagogy o The learner is dependent upon the instructor for all learning. o The teacher/instructor assumes full responsibility for what is taught and how it is learned. o The teacher/instructor evaluates learning.
• Andragogy o The learner is selfdirected. o The learner is responsible for his/her own learning. o Self-evaluation is characteristic of this approach.
Source : http://www.floridatechnet.org/inservice/abe/abestudent/an dravsped.pdf
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Assumption 1 - Self-Directed
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Implications for online instruction
• Curriculum to focus on process – not content
• Variety of learning activities
• Facilitator - an equal and an expert
• Collaborative and welcoming learning environment
• Ongoing guidance and support
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Assumption 1 - Self-Directed
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Online Course Design
• Syllabus should clearly provide: o course expectations.
o schedule with due dates.
o assignments with grading criteria.
o guidelines for online communication.
o contact information for the facilitator.
o outline response time.
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Assumption 1 - Self-Directed
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Online Course Design (contd)
• Facilitators should: o be available online during the first few days.
o welcome each learner individually to the class.
o encourage communication between learners.
o maintain contact with the learners weekly.
o establish a chat room or online “café”.
o provide learning objectives for all assignments.
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Assumption 2 - Bring Experience
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• Adults bring life and job experience with them.
• This experience is a resource for learning.
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Assumption 2 - Bring Experience
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• Pedagogy o The learner comes to the activity with little experience that could be tapped as a resource for learning .
o The experience of the instructor is most influential.
Source : http://www.floridatechnet.org/inservice/abe/abestude nt/andravsped.pdf
• Andragogy o The learner brings a greater volume and quality of experience. o Adults are a rich resource for one another. o Different experiences assure diversity in groups of adults. o Experience becomes the source of self-identify.
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Assumption 2 - Bring Experience
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Implications for online instruction
• Provide opportunities to use and share their knowledge and experience.
• Create an environment to freely express opinions and share ideas.
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Assumption 2 - Bring Experience
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Online Course Design
• Types of assignments: o group projects o reflective activities o interactive discussions
• Discussion should encourage real-life applications.
• Spur discussion to encourage analytical thinking.
• Provide weekly feedback to discussions.
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Assumption 3 - Ready to Learn
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• Adults: o experience triggers to learn something new
– birth, divorce, loss of job.
o want to learn what they can apply in their reallife situations.
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Assumption 3 - Ready to Learn
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• Pedagogy o Students are told what they have to learn in order to advance to the next level of mastery.
Source : http://www.floridatechnet.org/inservice/abe/abestude nt/andravsped.pdf
• Andragogy o Any change is likely to trigger a readiness to learn. o The need to know in order to perform more effectively in some aspect of one’s life is important. o Ability to assess gaps between where one is now and where one wants and needs to be.
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Assumption 3 - Ready to Learn
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Implications for online instruction
• Facilitators should: o realize that each learner enters the course for a specific reason.
o acknowledge the range of different backgrounds.
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Assumption 3 - Ready to Learn
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Online Course Design
●
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Communicate course expectations clearly.
Provide links to resources.
Ask learners what they need to learn.
Lessons should relate to learners needs and goals.
Accommodate multiple learning styles.
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Assumption 4 – Problem-Oriented
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• Adults are: o life-centered (task-oriented, problem-centered).
o want to learn what will help them perform daily tasks or problems.
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Assumption 4 – Problem-Oriented
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• Pedagogy o Learning is a process of acquiring prescribed subject matter. o Content units are sequenced according to the logic of the subject matter.
• Andragogy o Learners want to perform a task, solve a problem, live in a more satisfying way. o Learning must have relevance to real-life tasks .
o Learning is organized around life/work situations rather than subject matter units.
Source : http://www.floridatechnet.org/inservice/abe/abestudent/an dravsped.pdf
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Assumption 4 – Problem-Oriented
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Implications for online instruction
• Curriculum - process based not content based.
• Use real-life examples or situations
• Draw on learner’s personal experiences.
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Assumption 4 – Problem-Oriented
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Online Course Design
• Use active learning strategies: o case studies o problem solving o simulations
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Group projects - draw on personal experience.
Present and solve “real world” problems.
Share learning objectives for every assignment.
Create meaningful work (avoid busy work).
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Assumption 5 – Motivated to Learn
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• External motivators o better jobs and higher salaries
• Internal motivators o increased job satisfaction, self-esteem
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Assumption 5 – Motivated to Learn
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• Pedagogy o Primarily motivated by external pressures, competition for grades, and the consequences of failure.
• Andragogy o Internal motivators: selfesteem, recognition, better quality of life, self-confidence, selfactualization.
Source : http://www.floridatechnet.org/inservice/abe/abestude nt/andravsped.pdf
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Assumption 5 – Motivated to Learn
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Implications for online instruction
• Have activities that build self-esteem.
• Recognize the need of learners to be appreciated.
• Get learner input into lessons.
• Inform learners why topic is important.
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Assumption 5 – Motivated to Learn
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Online Course Design
• Use a friendly, first person style of writing.
• Incorporate ongoing evaluation from learners.
• Offer multiple assessment strategies.
• Tell why topic or link is important.
• Provide practical information with examples.
• Recognize learners contributions once a week.
• Offer a variety of learning support.
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Conclusion
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• Andragogy should be used as a starting point.
• Know needs, backgrounds, and expectations of learners.
• Create learner centered educational environment.
• Develop course that allows adult learners to be: o actively engaged o motivated o able to gain and share experiences , and o collaborative .
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Conclusion (contd)
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• Pedagogy vs. andragogy http://www.youtube.com/watch?v=VhydhDa0BGU
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References
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• Blondy, L. (2007). Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment. Journal of Interactive Online
Learning 6 (2).
• Burge, L. (1988). Beyond Andragogy: Some Explorations for Distance
Learning Design. Journal of Distance Education 3 (1): 5–23.
• The Learning House, Inc.(2012) . Online College Students 2012. Retrieved from http://www.learninghouse.com/files/documents/resources/Online%20Col lege%20Students%202012.pdf
• Florida Tech (n.a.). Pedagogy vs. Andragogy. Retrieved from http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf
• Perret, Joe (2008). Andragogy and Online Teaching. Retrieved from faculty.piercecollege.edu/perretjd/powerpoint/andragogy.pdf
• Sheldon, L. (2013). Andragogy: Welcoming Adult Learners and their Experiences.
Retrieved from www.gcc.mass.edu/.../files/.../TLSD-Andragogy-April-13-
Sheldon.pptx
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