Andragogy

Origins

Andragogy is the term Malcolm Shepard Knowles (1913-1997) used to refer to the way in which adults learn in his most noted works, The Modern Practice of Education (1970) and The Adult Learner (1973.) It eventually came to be used as the term for any type of adult learning

Defined

Andragogy, literally translated means “man leading” (as opposed to pedagogy, which means “child leading”) is the theory of how adults learn. Knowles discussed 5 assumptions about adult learners:

Self Concept: Adult learners are independent and self directed.
Experience: Adult learners already possess a wealth of knowledge from life experience as well as any formal or informal education that’s been undertaken. Most often, this is a resource on which to build. However, it can also result in biases that need to be unlearned.
Readiness to Learn: Most adult learners come to the table because they need to learn something new due to a specific life circumstance.
Orientation to Learn: Adult learners want to immediately apply their new learnings to s specific situation, and therefore are focused on problem-solving rather than postponed content.
Motivation to Learn: Adult learners are motivated by internal factors and therefore aren’t as interested in grades or rewards other than what the new learning can do for them.

(Pappas, 2018)

Methodology

When creating adult learning experiences, instructional strategies should support the assumptions about how adults learn. Curriculum should be structured around skill development: Strengthening critical thinking skills with problem solving-based activities, building communication and interpersonal skills through cooperative learning strategies, and promoting technical skills through the use of scenarios that are directly related or relevant to their work. As a result, curricula should be designed to be customizable to the learner to account for the diversity of adult learner knowledge and their preference for immediate application to their situation.

Application

By definition, andragogy principles should be applied when teaching adults new skills in any context, whether it is for professional or personal goals. Instruction should focus on why the new skill is needed and how it is going to solve the particular problem they are facing. In addition, activities should be experiential and relevant to the learner as much as is possible. Hands-on activities, relevant real-world case studies and the opportunity to apply their learnings to their actual life (career or personal) should be the basis of instruction.

Example Learning Scenario

When I first started my job 5 years ago, I was required to take a 6-hour training course in financial management. The course description is as follows:

“This course is designed to provide the basic knowledge and skills needed to function effectively in a position with fiscal responsibilities. Using interactive group exercises, games, and case studies, participants learn basic concepts of financial administration and practice using these concepts in realistic work situations.”

The description certainly relies on the instructional principles of Andragogy developed by Malcolm Knowles. It is using activities that are experiential, relevant to specific tasks that are required for the job, and based on real-life scenarios and case studies. Applying Knowles assumptions, the learners come to this course because they have a problem they need to solve: Completing required tasks of a new job.

Unfortunately for me, the course was not actually that relevant to my work. I think in part because it was designed as a “one-size-fits-all” course. When this happens, it ignores the diversity of experience adult learners have, including those that have no relevant experience with which to make connections. And if chunks of the content are not even applicable to the learners actual work, it can lead to dissatisfaction and frustration (as it did for me.)

In order to improve this learning situation, more attention should be paid to the needs of the actual learners instead of the needs of the institution. Creating content that is flexible enough so that learners can choose (self direct) modules that meet their specific needs would be a more effective training strategy.

References

Blondy, L. C. (2007, Summer). Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment. Retrieved June 20, 2019, from https://www.ncolr.org/jiol/issues/

Formal Learning vs Informal Learning Infographic – e-Learning Infographics. (2016, June 01). Retrieved June 20, 2019, from https://elearninginfographics.com/formal-learning-vs-informal-learning-infographic/

Freifeld, L. (2014, December 22). Training for the New Year: Formal vs. Informal Learning. Retrieved June 20, 2019, from https://trainingmag.com/training-new-year-formal-vs-informal-learning

Gutierrez, K. (2018, April 24). Adult Learning Theories Every Instructional Designer Must Know. Retrieved June 20, 2019, from https://www.shiftelearning.com/blog/adult-learning-theories-instructional-design

Pappas, C. (2018, July 30). The Adult Learning Theory – Andragogy – of Malcolm Knowles. Retrieved June 20, 2019, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Smith, M. K. (2013, April 04). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved June 20, 2019, from http://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-and-andragogy/