Andragogy is the practice of teaching adult learners, which is also known as “adult education.” Malcolm Knowles influenced the theoretical and practical approaches. He made several assumptions about the characteristics of adult learners that are different from the pedagogical (child learners) model (Knowles et al., 2005, p. 64-69). The number of assumptions has grown from 4 to 6 over the years.
- The need to know: “Adults need to know why they need to learn something before undertaking to learn it” (Knowles et al., 2005, p. 64). Explaining the purpose or outcome of the learning activity and connecting assignments with life experiences can motivate adult learners to engage (Cochran & Brown, 2016).
- Self-concept: Adult learners are capable of self-directed and independent learning. They need to be viewed as capable (Knowles et al., 2005), and providing opportunities such as collaborative discussion and group activities allows them to show that capability.
- Experience: Adults’ lived experiences can be a rich resource for learning. Collaborative activities allow adult learners the opportunity to share those experiences.
- Readiness to learn: Adults become ready to learn what they need to know to handle real-life situations. The teacher must address the learners’ needs quickly to ensure success (Blondy, 2007).
- Orientation to learning: Adults are motivated to learn when presented with what is relevant to their lives, and their orientation toward learning becomes problem-centered.
- Motivation: Internal motivators are most effective for adult learners. Teachers can support intrinsic motivation by providing opportunities for learners to engage actively. Learners need to feel appreciated, respected, and valued (Blondy, 2007).
Understanding andragogy and applying the principles can lead to highly engaging learning experiences tailored specifically for adults. However, because adult learners have a wide variety in the quality of their experiences, teachers may need to individualize teaching and learning strategies. Some teachers might also find it challenging to change their teaching style to match the needs of adult learners.
When designing learning experiences for adults, instructional designers should:
- Give learners the chance to choose their paths so they can learn what is relevant to their needs.
- Allow learners to share their experiences and demonstrate their capabilities using collaborative discussion and group activities. Discussion boards are great for this purpose.
- Address the learners’ needs quickly by aligning activities with real-world scenarios. Give them immediate opportunities to apply what they learn. Assign projects that will allow learners to demonstrate their skills.
References
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.
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.
Blondy, L. C. (2007). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of Interactive Online Learning, 6, 116–130. Retrieved from http:// www.ncolr.org/jiol/issues/pdf/6.2.3.pdf