ANDRAGOGY
THE ADULT LEARNER IN THE DIGITAL AGE
ELIZABETH BROWNING & PETER CALLAGHAN
PRESENTATION OUTLINE
• Definitions of Andragogy
• Introduction - short video refresher (8 mins)
• 6 “Assumptions” of Andragogy
• Introduction – overview of all 6
• Guided talk – go through each one with discussion questions
• Open to class discussion
• Criticisms of Andragogy
• Mini lectures (8)
• Brief commenting period following each topic (5 mins)
• A Look at the Future
• Group work with guiding questions – find and discuss 1 artifact
• Whole class discussion (5 mins each group present)
• Conclusions
DEFINITION: ANDRAGOGY
From Modern Practice of Adult Education: From Pedagogy to
Andragogy
Andragogy is “the art and science of helping adults
learn” (Knowles, 1980) . The theory is based on six
assumptions which will be explained in the next
section:
self-concept, experience, readiness to learn,
orientation to learn, motivation to learn, and the
need to know.
INTRODUCTION
Background video on Knowles and Andragogy
http://www.youtube.com/watch?v=U4iMFu4CnLQ&feature=related
6 ASSUMPTIONS - INTRODUCTION
1. SELF-CONCEPT
Adult Learners are self-directed, autonomous, and independent
(Chan, 2010)
Knowles appreciated the need of adults to be actively involved in
the decisions that affect them, and as they matured, they became
more capable of taking responsibility for themselves…he
recommended that the learning environment be collaborative,
welcoming, and one of mutual respect and trust (Blondy, 2007).
It is natural that “a person move from dependency toward
increasing self-directedness, but at different rates” (Knowles, 1980).
2. ROLE OF EXPERIENCE
Repository of an adult’s experience is a rich resource for learning. Adults
tend to learn by drawing from their previous experiences (Chan, 2010).
Knowles differentiated the quality of experiences of adults versus
children based on the different types of roles they occupied in
society. He encouraged group discussion and collaboration that
would draw on the heterogeneity and expertise within groups
(Blondy, 2007).
“People attach more meaning to learning they gain from experience
than those they acquire passively” (Knowles, 1980).
3. READINESS TO LEARN
Adults tend to be ready to learn what they believe they need to know
(Chan, 2010)
Adults often experience situations that triggered a need to learn
something new. As a result, adult learners want to know why they
need to know something before they learn it. Learning for adults
springs primarily from necessity, but should also be a gratifying and
pleasurable experience (Blondy, 2007).
“Learning programs should be organized around life-application
categories and sequences according to the learners’ readiness to
learn” (Knowles, 1980).
4. ORIENTATION TO LEARNING
Adults learn for more immediate applications rather than for future uses.
Their learning orientation is problem centered, task-oriented, and lifefocused (Chan, 2010).
“Learners see education as a process of developing increased
competence to achieve their full potential. They want to be able to
apply whatever knowledge and skill they gain today to living more
effectively tomorrow. Accordingly, learning experiences should be
organized around competency-development categories. People are
performance-centered in their orientation to learning” (Knowles, 1980).
5. INTERNAL MOTIVATION
Adults are more internally motivated than externally (Chan, 2010)
“Other experts, this time in the field of adult learning, argue that
learning as adults is not motivated solely by the prospect of improved
career prospects and earnings, but that some adults engage in adult
learning for personal interest.” (Statistics Canada, 2008)
“If you choose something you want to do, then you go with it with
much more passion, much more drive”. Sir Trevor McDonald (as cited
in Heppell, 2009)
6. THE NEED TO KNOW
Adults need to know the value of learning and why they need to learn
(Chan, 2010)
“One effective way of doing this is the role-play, where students can see
in a nonthreatening situation how concepts apply to them” (Forest III &
Peterson, 2006)
“When adults undertake learning something they deem valuable, they
will invest a considerable amount of resources (e.g., time and energy).”
(Taylor, & Kroth, 2009)
DISCUSSION QUESTIONS
1. Self-Concept
a. How can an instructor create a safe environment where
learners can share ideas and experience?
b. How does asynchronous and sychronous course delivery
contribute to or limit the application of this assumption in online
learning?
c. A survey conducted by Robinson (1992) found that learners did
not prefer to be self-directed in distance education and
indicated a desire for clear instructions and precise information
about grading which contradicts Knowles assumption(Blondy,
2007). How does this contradiction inform your approach (as
teacher or student) to online learning?
DISCUSSION QUESTIONS
2. Role of Experience
a. Experience can limit learning through preconceived notions
about reality, habits and prejudice. What strategies have you
seen or used to overcome this obstacle and encourage open
mindedness?
b. Experience varies by culture and age does not make ones
experience valuable, thus experience cannot be the defining
feature in learning. How can we find a balance and account
for social and cultural differences of learners?
DISCUSSION QUESTIONS
3. Readiness to learn
a. Knowles recommended using a model of
competencies reflecting both personal and
organizational needs so learners could correctly identify
their needs (Blondy, 2007). How can a facilitator assist in
identifying/addressing learner needs?
b. To address learner needs Blondy (2007) suggests that
“course curriculum and assignments should be flexible
and allow learners to develop a plan to accomplish
their individual goals within the frame work of the
course”. What has been your experience in online
learning in this respect? Has it been effective?
DISCUSSION QUESTIONS
4. Orientation to learning
a. As learners’ focus shifts towards information that is of immediate use
and moves away from preparation for the future, how can you motivate
them to learn things they may not see as immediately useful? Should you
be doing that?
b. The Statistics Canada article we read earlier in the course showed this
orientation changing depending on the learner’s age. How does this
affect your field of work? Can you do something to align the needs of
your learners with the needs of your organization?
DISCUSSION QUESTIONS
5. Internal motivation
a. What kinds of roadblocks have you encountered in motivating your
learners? How did you overcome them?
b. Malcolm Knowles suggested that we can assist learners in setting their
learning goals. While this allows them to set goals that meet their internal
motivations, how can you ensure that their goals meet the established
curriculum?
DISCUSSION QUESTIONS
6. The need to know
a. Is there any material that you teach that is particularly difficult (or easy)
to show why the learner needs to know it?
b. Are there techniques for demonstrating the need to know that you find
particularly effective? What have you tried that hasn’t worked?
CRITICISMS – MINI LECTURES
Based on our research, we have found many criticisms of
Andragogy.
We will now take a few minutes to outline those ideas as listed
below.
1.
2.
3.
4.
5.
6.
7.
8.
Andragogy focused on North American/European education
Maintains the status quo
Ignores women
Ignores other ways and knowing, silences other voices
Education is value neutral and apolitical
No measurable way of determining if andragogy is true
Defining Andragogy – theory? Technique? Method?
Andragogy does not fit all learners
ANDRAGOGY AND ONLINE
LEARNING/TECHNOLOGY
Hopefully some of the information we have presented has
allowed you to connect the ideas of Andragogy to teaching,
and to the adult learner in a digital age.
“Demands of the online learning environment require
educators to be prepared to facilitate courses in ways that
are very different from face-to-face classroom setting.
Many educators utilize andragogical assumptions to
address these unique demands” (Blondy, 2007)
GROUP ACTIVITY
In your seminar groups, find a digital learning artifact
(e.g. Online game, how-to video, online course etc.).
Examine it through the lens of andragogy:
• Does it fit the described assumptions?
• Would it be effective in your learning environment?
• Is there any part that it really doesn't fit or could be
improved?
20 minutes to find and discuss artifact in breakout
5 minutes per group to present
REFERENCES
Blondy, L. (2007). Evaluation and Application of Andragogical Assumptions in the Adult Online Learning
Environment. Journal of Interactive Online Learning, 6(2),116-129.
Chan, S. (DATE). Applications of Andragogy in Multi-Disciplined Teaching and Learning. MPAEA Journal of Adult
Education, 39(2), 25-35.
Davenport, Joseph, Davenport A., Judith. (1985). A Chronology and Analysis of the Andragogy Debate. Adult
Education Quarterly, 35(3), 152-159.
Holton, E. E., Swanson, R. A., & Naquin, S. (2001). Andragogy in practice: Clarifying the andragogical model of
adult learning. Performance Improvement Quarterly. 14(1),
118-143.
Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewoods Cliff,
NJ: Cambridge Adult Education.
Rachel, R. John (2002). Andragogy’s Detectives: A critique of the Present and a Proposal for the Future. Adult
Education Quarterly, 52(3), 210-227.
Sandlin, J. (2005). Andragogy and Its Discontents: An Analysis of Andragogy from Three Critical Perspectives.
PAACE Journal of Lifelong Learning, 14, 25-42.
Taylor, B, Kroth, M.(2009) Andragogy’s Transition Into The Future: Meta-Analysis of Andragogy and Its Seach for
a Measurable Instrument. Journal of Adult Education, 38(1), 1-11.