What is Andragogy: The Adult Learning Theory?
What is Andragogy?
Adult Learning Theory by Malcolm Knowles
The Six Assumptions of Adult Learners
Pillar 1: Need to Know
Pillar 2: A Maturing Self-Concept
Pillar 3: Increasing Experience
Pillar 4: An Increasing Readiness to Learn
Pillar 5: A Shifting Application and Orientation
Pillar 6: An Internal Motivation to Learn
Putting Andragogy in Practice With an LMS
Four Main Principles
1. Involvement
2. Past Experiences
3. Relevant Topics
4. Problem-Centric Learning
Conclusion
What is Andragogy?
When hearing the word teaching, the majority of people imagine children in a classroom or at home. But it is always about children and adult teachers. However, Andragogy is very different. Yes, it is still about teaching and learning, but this time we are talking about adults.
Andragogy puts the learners at the centre of the educational process, in contrast to pedagogy, which frequently places the instructor in the role of the central authority, who decides what, when, and how learning takes place. This method recognizes the obvious — adults have life-experience and they contribute unique motives, life experiences, and established values. Which can prove beneficial or distractive, depending on the situation.
In Greek, "andr-" means "man" (as opposed to "child"), and "agogos" means "leading."It is important to know that the term and the idea that it conveys has been in the air since the 1800s. However, as the theory as we know it today, it only appeared in the 20th century. This is thanks to the efforts of an American who fundamentally altered our conception of adult education.
The effect of andragogical ideas is evident in adult learning contexts today, ranging from corporate training sessions to university classrooms crowded with returning students. In place of conventional lecture-only formats, these environments usually include discussion-based learning, real-world applications, and self-directed projects. This change reflects the understanding that adults interact with instructional content differently than younger learners.
Adult Learning Theory by Malcolm Knowles
Malcolm Knowles stands as the foremost figure in describing, developing and adopting the concepts of Andragogy in US and the whole world. He formalized the concepts of learning that existed before, and it has become widely accepted and known as the Malcolm Knowles adult learning theory. This was a hugely important step, as it created a framework and distinguished adult and children learning.
Knowles developed and broadened the idea into a whole theory, although he did not create Andragogy. This word existed way before him and this word has been used in Europe since the beginning of 19th century. At the same time, his contribution was to pinpoint the precise traits that set adult and youth learning apart from one another. He also created instructional strategies that take these distinctions into account.
Knowles noted that regardless of age or experience, previous educational models frequently used the same pedagogical techniques to adult learners, seeing them as larger copies of children. He maintained that this method overlooked the special qualities of adults. It was obvious that adult people are way more self-reliant, carry more life experience and have already developed practical mindsets.
The Knowles adult learning theory proposes that adults learn most effectively when:
Clear motivations
Can take responsibility for their progress
Learning incorporates and acknowledges their experiences
Learning is focused on their needs
Simply memorizing content is no longer the main goal. Solving problems is.
This idea has changed the way that education is delivered in a variety of contexts, including higher education institutions and business training programs. Higher levels of engagement, improved knowledge retention, and more effective application of acquired skills are common outcomes for organizations that use these concepts.
The Six Assumptions of Adult Learners
Knowles initially identified four key assumptions about adult learners, later expanding his framework to include six fundamental pillars. Pay attention to this part of the article, as these statements form the foundation of Malcolm Knowles' Andragogy.
Pillar 1: Need to Know
First of all, with adults, you need to help them understand why this all is important. Thus, according to Knowle's principles of adult learning, adults must comprehend the significance and goal of learning something new. Adult learners want to know exact reasons why they should learn something and how it will be useful for them, in contrast to youngsters who could accept learning needs without inquiry.
Explaining to staff members how a new software system would improve their workflow and save them time, for instance, works better than merely requiring them to adopt it. This step is hugely important because it deals with motivations. Adults are way less likely to invest their time and effort in something if they cannot see how it will improve or ease their lives and work.
Pillar 2: A Maturing Self-Concept
People go from being reliant to becoming self-directed as they become older. In other areas of their lives, adult learners usually regard themselves as responsible, independent decision-makers, and they anticipate the same level of respect in educational settings.
Imagine a twenty-year-experienced carpenter attending a workshop for professional growth. Even if they might not be well-versed in the workshop's subject, they provide invaluable experience and demand to be seen as competent professionals rather than as blank slates waiting for training.
Educational environments that recognize this self-concept may provide chances for self-directed learning, offer options for learning pathways, and foster cooperative rather than directive connections between educators and students.
Pillar 3: Increasing Experience
Adults build up a wealth of experience. Every single adult has their own background and experience. As a result, this may prove both beneficial and problematic, depending on how you use their experience. Their response to new knowledge is shaped by this experience, which may present both possibilities and challenges.
Years of practical experience, for example, provide theoretical concepts, meaning when a nurse returns to school for an advanced degree. At the same time, it may be necessary to relearn old behaviors or information before implementing new strategies.
Including conversation, introspection, and problem-solving exercises is always a good idea. They usually come as close as possible to the real world, plus this encourages adults to share their own skills. So, they learn new tricks while sharing their own ones. Also, you can involve case studies and simulations to furthermore progress this further.
Pillar 4: An Increasing Readiness to Learn
When adults realize that learning will help them complete tasks or solve difficulties they face in their daily lives, they become more open to learning. We can use social role-related developmental tasks to determine how ready they are to learn.
For example, a new parent who previously thought child development theories were unimportant suddenly becomes very interested in them, since now they are planning to have a child. In a similar vein, a worker who is about to be promoted is extremely driven to acquire management abilities that were not previously very appealing, because now they see space for their growth.
Content in educational programs that adhere to this idea is frequently arranged according to real-world situations rather than academic subjects. They may provide possibilities for just-in-time learning that align with career obstacles or developmental milestones.
Pillar 5: A Shifting Application and Orientation
Adults view learning as directly pertinent to their lives, but children usually learn for future use. Subject-centered learning gives way to problem-centered learning.
While a youngster may learn mathematics with the hope that it may be beneficial "someday," an adult enrolled in a statistics course, for instance, hopes to utilize new formulae to analyze business data the next week. The way that knowledge is conveyed and performed is altered by this immediacy.
Immediate application possibilities are a feature of successful adult learning environments, which emphasize practical issues over abstract theoretical ideas. This approach is reinforced by action learning, project-based learning, and practical practice sessions.
Pillar 6: An Internal Motivation to Learn
Adults are often motivated by internal factors such as improved work satisfaction, self-esteem, quality of life, and personal development, even though they also react to external factors like better employment or higher income.
Gaining more professional confidence and improving classroom effectiveness are generally more motivating factors for teachers who pursue master's degrees than the income gain that follows.
Learning settings that acknowledge this innate drive foster chances for individuals to construct their own meaning, commemorate development and success, and assist students in relating academic material to their more profound goals and principles.
Putting Andragogy in Practice With an LMS
Modern LMS offer powerful tools for implementing andragogy principles in both corporate and educational settings. These online resources can facilitate adult education by offering instant application options, flexibility, and personalization.
An effectively designed LMS supports the adult learning theory Knowles approaches by:
Developing individualized learning programs that honor people's autonomy.
Including social learning tools that use a range of experiences supplying instructional materials that are timely and relevant to current demands providing scenario-based tests with an emphasis on solving problems rather than memorizing facts.
Higher completion rates, improved learning outcomes, and more student satisfaction are reported by organizations that use these elements. Instead than taking the place of the fundamentals of adult learning, the technology is a tool that supports them.
An LMS could be used, for example, by a multinational company to provide leadership training that lets participants select modules according to their unique challenges, includes discussion boards where seasoned managers exchange ideas, and includes simulations that replicate actual work situations.
Four Main Principles
Beyond his assumptions about adult learners, Knowles outlined practical principles for designing effective adult learning experiences. These Knowles' 4 principles of andragogy provide guidance for translating theory into practice.
1. Involvement
Adults must participate in the planning and assessment of their education. This cooperative method fosters involvement in the educational process while acknowledging individual autonomy. Teachers' participation is increased when they are involved in the creation of a professional development program, helping to decide on themes, scheduling, and evaluation techniques. This participation might occur through negotiated learning contracts, planning committees, or needs assessments.
When compared to top-down training methods, organizations that use this concept report greater participation rates and more favorable comments. Increased dedication and less resistance are two benefits of the initial investment in collaborative planning.
2. Past Experiences
Learning activities are based on experience, including mistakes. According to Malcolm Knowles andragogy, adults use their prior knowledge to make sense of new information. Beginning a sales training session with a review of participants' prior experiences with customers lays the groundwork for introducing new methods. Their achievements and difficulties serve as useful teaching resources that put abstract ideas into context.
In order to encourage students to draw on pertinent experiences, educators may employ reflection activities, case studies, or problem-solving situations. These exercises build brain connections between previously learned material and fresh insights.
The subjects that adults are most interested in learning are those that have direct application to their personal or professional lives. There is little value in theoretical information that is not clearly applied. Instead of emphasizing abstract economic theory, an adult financial literacy course can concentrate on real-world issues like debt reduction or retirement planning. Every idea that is discussed has a direct bearing on the choices that participants must make on a daily basis.
Educational designers use this idea, carefully choosing information based on student requirements rather than thorough subject coverage. They frequently ask, "How will this information help the learner address real challenges?"
4. Problem-Centric Learning
Instead of being content-oriented, adult education needs to be problem-centered. Information that is grouped around academic themes is less compelling than information that is given as a solution to an actual problem.
For instance, rather than thoroughly going over software functionality, a technology training session may organize learning around finishing certain tasks.Questions such as "How do I generate the quarterly report?" are covered in each study lesson. Alternatively, "What's the fastest way to analyze these customer trends?"
Instead of using lectures or readings, organizations that use problem-centric approaches usually base their learning experiences on projects, case studies, or scenarios. These methods produce organic chances to apply newly acquired information to significant circumstances.
Conclusion
Malcom Knowles' research transformed our knowledge of adult learning and still has an impact on teaching methods in a variety of contexts. Teachers may create more effective and interesting learning opportunities by acknowledging the distinct qualities of adult learners and creating experiences that respect their autonomy, experience, and practical focus.
The Malcolm Knowles adult learning principles offer helpful direction for developing educational experiences that honor the individual requirements of adult learners and build on their strengths as we navigate a time that demands ongoing education and professional growth. These ideas promote meaningful learning that changes people and organizations, whether they are applied in community workshops, corporate training programs, or college courses.
It is not necessary to give up all educational approaches in order to comprehend and implement andragogy. Important: many strategies are applicable to all age groups. Rather, it entails carefully modifying teaching strategies to recognize the unique qualities that adults bring to the classroom. By doing this, we provide educational opportunities that not only transfer information but also allow adults to guide their own continuous growth and apply fresh perspectives to their changing life's obstacles.
