Andragogy
Supporting adult learners
What is andragogy?
Andragogy is the study and practice of teaching adult learners. This is compared to pedagogy, which is the study and practice of teaching children. Adult learners have specific characteristics and needs that vary from those of children. Some key principles are that adults are problem-oriented in their learning focus, they are intrinsically motivated, and they bring with them a great deal of life experience into learning situations.
Dates and Key Researchers:
In 1833, Alexander Kapp first used the term andragogy to refer to adult learners.
In 1926, Eduard C. Lindeman wrote The Meaning of Adult Education and discussed that adult learning should focus on situations instead of content, there should be a focus on learners sharing their experiences, and discussion should be an important practice in educating adults. He also believed that, “Adult education should assist adults to reflect critically on their internalized values, beliefs, and assumptions.” (Nixon-Ponder, 1995, p. 3).
In 1980, Malcolm Knowles determined four assumptions of adult learners and added a fifth in 1984. Knowles’ work about the characteristics of adult learners and principles of andragogy have shaped much of what we assume about adult learners today.
In 2000, Kenyon and Hase coined the term heutagogy, which is the study of self-determined learning. They argued that the learner themselves should determine what they should learn and how this learning should take place (Hase & Kenyon, 2000). In 2001, Kenyon and Hase also determined that Knowles outlined six assumptions of adult learners (Bouchrika, 2022).
Connections to Teaching and Learning:
It is important to note that Knowles noted in 1989 that andragogy is more a set of learning assumptions compared to a theory (Cochran & Brown, 2016).
In order for adults to learn, there are six assumptions of the characteristics of adult learners (Cochran & Brown, 2016), which instructors should keep in mind when designing instruction for adults:
#1: Self Concept: Adults need to be responsible for their learning decisions. They are self-directed. Instructors should give up control in order to encourage the learners to have an internal locus of control and collaborate with their peers.
#2: Learning from Experience: Adults have significant prior experience. Courses should be built around allowing learners to share their experiences and opinions. Courses should also be flexible and should be guided by students’ interests and experiences.
#3: Orientation to Learning: Adults want to use knowledge immediately. Their orientation towards learning shifts from content-specific learning to learning in order to solve a problem. Teachers should create task-based activities and allow learners to display their knowledge in a variety of manners.
#4: Readiness to Learn: Adults want to learn based on what matters to them. They are more willing to learn when there is a correlation between what they are learning and how relevant this learning is to the tasks that they need to carry out or the roles that they need to play. Teachers can support adult learners by asking about their experience with the concepts of the course and their expectations for the course. Teachers can use this feedback to adjust the course based on the learners’ needs.
#5: Internally Motivated: Adults are more motivated by intrinsic and personal factors vs. extrinsic pressures. Teachers can create environments that allow learners to be active participants instead of passive observers.
#6: Need to Know: Adults need to know the reason behind why they are learning something. They need to see value in their learning. This means that the purpose of the assignment should be explained prior to the activity or instruction.
A teacher-centric model is not best for adults. Instead, the teacher must take on more of a facilitator role (Mister Simplify, 2021).
In a classroom situation, it is important that teachers are also aware that adults do not like feeling vulnerable and they have egos that they want to protect. Adult learners can come into classrooms with traumatic traditional educational experiences or may be preoccupied with their lives outside of the classroom. Instructors need to be aware of this and create a setting where adults can share prior experiences and see the practical application of what they are learning (Roueche, 2007, p. 2).
Learning environments can be formal, informal, or non-formal
Formal: The learning outcomes and facilitation of learning has been set by a learning department. It has been planned in advance and there is a set curriculum that the learner has to adjust to. The facilitation and implementation follow a top-down approach (Growth Engineering, 2006).
Informal: The learner sets the objectives and goals. This learning is more organic and can occur spontaneously. In this type of setting, the instructor can be anyone with more knowledge or experience. The learner can play an active role in what this looks like and they can shape this learning experience. There is also not always a clear goal or purpose in mind (Growth Engineering, 2006).
Non-formal: The learning goals and objectives are not set by a trainer or an educator and instead are set by a manager or supervisor. This type of learning does have an organizational structure to it, but will be differentiated to fit the needs set out by the learner and someone in an organization.
Strengths of Andragogy When Working with K-12 Educators
Educators tend to be overworked and burn out rates are high. Using assumptions of adult learners set forth in andragogy can support educators by helping them see the practical, immediate applications of what they will learn. Always explaining why a learning activity is being done and how it will benefit their work helps increase educators’ investment in the learning.
Andragogy will allow educators to share their relevant experiences with each other. In a challenging work environment, being able to hear from others about what works for them or where they are experiencing similar challenges can be powerful. A more organic, less top-down approach can help educators feel empowered by others’ experiences or validated in sharing their own.
Educators have a variety of backgrounds and experience. Some are first year educators while others have been teaching for a couple of decades. The personalization and flexibility of andragogy can allow teachers of varying knowledge levels find purpose in their learning through personalized and flexible pathways.
Focusing more on problem-centric learning instead of content specific learning will benefit educators. More veteran educators have seen many programs, systems, and “next big things” come their way, which can cause some people to be skeptical of learning new content. However, rooting learning in solving a problem where there is not always a defined program or system as a solution, can improve morale, bring in more diverse viewpoints, and increase collective learning through brainstorming.
Limitations of Andragogy When Working with K-12 Educators
Some adults may prefer a more structured approach to learning. They might prefer having a concrete objective, seeing something modelined by an expert, and a facilitator-led presentation of information in order to learn a new skill. The K-12 educators themselves might be used to teaching in this way and could prefer to learn in this way.
Some adults may dislike the discussion-based and personal experience sharing that might come with andragogy. They instead might want to learn from an expert instead of hearing from their peers about their experiences. They may walk away feeling like they had an interesting discussion, but did not learn a new, practical skill that they can apply immediately.
Not all educators are self-directed and some may struggle with this way of learning. Specifically, some people may lack some of the foundational technology or research skills, or may feel apprehensive about asking for help because adults can be afraid of being wrong or having their egos or self-esteem hurt.
Implications for Instructional Design
Use authentic case studies to help adult learners see the practical purpose behind what they are learning.
Tap into their learners’ life experiences and give them time to collaborate with others about their experiences. This can also include journaling and reflections.
Build in opportunities to receive feedback from their participants and use this feedback and evaluations to make adjustments to instruction.
Provide opportunities for discussion with peers.
Collect information from learners about their expectations for the course, their goals, and their previous exposure to the information. This can help designers more intentionally build or adjust the course.
Give learners problem-solving scenarios that are connected to situations that they may come across.
Allow learners to demonstrate learning in a variety of different mediums (i.e. through writing, a presentation, a visual component such as an infographic or video, etc.).
Utilize games or multimedia to engage and motivate learners.
Consider which concepts or ideas might be in conflict with the learners’ current thinking or belief system. Design instruction that can cause them to reflect on their belief system or have learners confront incorrectly held beliefs or mindsets.
Utilize self-directed approaches that allow learners to use an internal locus of control.
Allow adults to integrate new information with what they know. Ask questions or provide activities that will allow them to do this.
Provide a safe, comfortable, and low risk learning environment that helps the learner feel supported and heard.
References
Bouchrika, I. (2022, September 27). The Andragogy Approach: Knowles' adult learning theory principles. Research.com. Retrieved February 20,
2023, from https://research.com/education/the-andragogy-approach
Cochran, C., & Brown, S. (2016). Andragogy and the Adult Learner. In Supporting the success of adult and online students: Proven practices in
higher education (pp. 73–84). CreateSpace Independent Publishing Platform. Retrieved from
Growth Engineering. (2016, June 5). Formal learning vs informal learning infographic - e-learning infographics. Elearning Infographics. Retrieved
February 20, 2023, from https://elearninginfographics.com/formal-learning-vs-informal-learning-infographic/
Hase, S., & Kenyon, C. (2000, January 1). From andragogy to heutagogy. Retrieved February 20, 2023, from
https://www.researchgate.net/publication/301339522_From_andragogy_to_heutagogy/citation/download
Mister Simplify (2021). Knowles' Adult Learning Theory or Andragogy - Simplest Explanation Ever. YouTube. Retrieved February 20, 2023, from
https://www.youtube.com/watch?v=kga7re5JYA8
Nixon-Ponder, S. (1995, April). Leaders in the Field of Adult Education: Eduard C. Lindeman. OLRC publications: Leaders in the field of
Adult Education: Eduard C. Lindeman. Retrieved February 20, 2023, from https://files.eric.ed.gov/fulltext/ED380667.pdf
Pappas, C. (2021, May 12). The adult learning theory - andragogy - of Malcolm Knowles. eLearning Industry. Retrieved February 20, 2023, from
https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Pappas, C. (2021, May 12). 9 tips to apply adult learning theory to Elearning. eLearning Industry. Retrieved February 20, 2023, from
https://elearningindustry.com/9-tips-apply-adult-learning-theory-to-elearning
Roueche, S. D. (Ed.). (2007). 30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING. NISOD Innovation Abstracts, Vol.
XXIX(4). Retrieved February 20, 2023, from http://www.muskegoncc.edu/Include/CTL%20DOCS/XXIX_No4.pdf