Andragogy

Andragogy can be best understood when compared to pedagogy. While in pedagogy, teacher is the sole reservoir of knowledge, andragogy proposes that learners also bring their own experience to the learning environment. Malcolm Knowles (1984) proposed 5 assumptions of andragogy:

Adults need to know why they are learning and what the benefits of learning. In this way, they set goals. Second, they would like to take ownership of their learning and take control of their learning adults In this way, adult learners, “have a self-concept of being responsible for their own decisions, for their own lives” (Knowles et al., 2005, p. 65). Third, adults come to the learning context with past experience and that necessitates the need to connect learning context to their existing experience. Leaning need to be active and collaborative. The fourth assumption is that adults are learning ready, which refers to their competence in the field and support that they receive to achieve a goal. Adults are oriented to tasks and are enthralled by authentic real-life activities. Finally, adults have intrinsic motivation to learn. Rather than studying to get grades, they learn a subject because they can utilize it for an immediate purpose.

Andragogy is particularly useful when employed in online learning environment (Harper & Ross, 2011). One reason for this is that learners have control over the materials and can follow them at their own pace. Another strength of andragogy is the importance that it bestows on the prior experience of learners. Unlike behaviorism which viewed learners as blank slates, andragogy views adult learners as valuable experience resources which can be built upon to enhance learning.

One of the problems with andragogy is that it treats all adults equally regardless of their geographic and cultural backgrounds. For instance, the experience between two adults coming from very different cultures may be totally different. Another weakness of this approach is the dichotomy between children and adults. Andragogy does not include children in the assumptions that it proposes. However, children also bring their experience and may have intrinsic motivation.

The instructional designer assumes more of a facilitative role rather than a teaching role. In this facilitative role, the instructional designer sets objectives and goals as adults need to see the applicability of the course to their life experience. Second, as adult learners need to take control of the learning materials and have power in the learning environment., online instructional designer should give up some level of their control (Conrad & Donaldson, 2004) and rely on decision making powers of adult learners. Finally, an instructional designer can incorporate learners’ experience in the design of an online learning. For example, interactive discussion posts or group projects are a great way to encourage learners to share their experience.

Another implication of andragogy is the creation of activities that include case studies, problem solving and interviews (Conrad & Donaldson, 2004). These activities are task based which adults would like to apply in their life.

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner. San Francisco, CA: Jossey-Bass

Harper, L., & Ross, J. (2011). An application of Knowles’ theories of adult education to an undergraduate interdisciplinary studies degree program. The Journal of Continuing Higher Education, 59, 161–166. Retrieved from http://www.tandfonline.com.proxy1.ncu.edu/loi/ujch20

Knowles, M. (1984). The Adult Learner. A Neglected Species (3^rd Ed.). Houston, TX: Gulf Publishing.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). San Diego, CA: Elsevier.