Unit 6: Andragogy
Adragogy: The Art of Adult Learning
Derived from a Greek term for "leading a man," Andragogy is the theoretical framework dedicated to the unique ways that adults learn. It stands in contrast to pedagogy (the leading of children), and is premised on the understanding that adult learners have intrinsic motivations, need to apply what they learn immediately to the real-world, use learning as problem-solving, and prefer to apply their experiences to new skills and knowledge.
Alexander Kapp
1833
"Founder"
First used the term to describe the educational needs of adults.
Eugen Rosenstock
1921
"Definer of Requirements"
Reintroduced "andragogy" and emphasized that adult education requires special methods.
Eduard Lindeman
1926
"Translator"
Translated it to English and set the expectation that andragogy is experiential and requires lifelong learning.
Malcolm Knowles
1980
"Father of Andragogy"
Expanded on andragogy's definition by coining that it is "the art and science of adult learning" and popularized the 6 core principles and assumptions.
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6 Key Assumptions of Adult Learning Theory
01
Need to Know:
Adult learners need to know why they need to learn something before learning it.
02
Experience:
The learner's prior experience and knowledge should be built on.
03
Readiness to Learn:
Adult learners are more autonomous to learn new skills and information related to their lives and careers.
04
Readiness:
Adult learners want learning experiences they can apply to real life and problem-solving.
05
Problem-Oriented:
Adult learners prefer learning experiences that help them solve problems in the present day.
06
Intrinsic Motivation:
Adult learners are more intrinsically motivated; they understand the benefit of learning and engaging in knowledge sharing because they benefit more.
Strengths
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Content and learning objectives are relevant to the learners life and/or career.
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The learner has a say so in what they learn
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Groups and engagement with peers allows for more diversity in knowledge gained.
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Immediate application reduces learning loss.
Limitations
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Not all adults are naturally self-directed.
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Previous experience(s) may create learning hurdles.
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Autonomy fails if the learner lacks discipline.
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Unclear objectives or goals could make the learner feel as though they haven't learned anything.
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Intrinisic motivation(s) may not be enough.
Instructional Design Strategy
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Learning Designers can effectively deliver content to adult learners by creating "problem-centered" modules.
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Use self-assessments and peer feedback instead of traditional quizzes and exams.​​
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Design collaborative and engaging assignments to foster inclusion.
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Utilize case studies and real-world scenarios for better application.
Part II: Learning Experiences & PLN Influence
Self-reflection
During my time as an Analytics Consultant, I navigated both formal and non-formal workplace training and informal self-directed learning. My most significant learning experience was in my first analytics role. At the time, I faced a steep learning curve where my Zone of Proximal Development (ZPD) felt excessively wide; the knowledge I gained in the data bootcamp did not immediately translate to my new role.​What made this experience successful was my Personal Learning Network (PLN) and the high-fidelity scaffolding provided by my manager and senior analysts. I was provided with resources, senior analysts mentored me, I was able to fill knowledge gaps, and was provided a structured roadmap for my development. In contrast, after leaving the company, I took a subsequent consulting role where I was provided with much fewer resources and no support system. It felt like I was "thrown to the wolves" due to outdated documentation, cognitive load, lack of internal resources, and I was mostly using Google to survive.
Andragogy Application
Applying Malcom Knowles' assumptions of Andragogy, I understand why my first experience was much more successful. ​
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Orientation: My learning was problem-centered. Every skill I acquired and new information learned was immediately applied to solving client problems, which made the content more valuable.
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Readiness: My readiness was high because the material was directly linked to my professional development and my desire to be high-performing.
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Intrinsic Motivation: My drive was internal; I wasn't only working for a paycheck, but I felt satisfied when I mastered something new.
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In my first role, the material learned was relevant and immediately applied; I was also given feedback, which solidified my knowledge. ​Formal, Informal, or Non-formalI find my learning environment preference depends on the cognitive load and the subject matter. When learning for professional development, I prefer formal learning because it has more structure and clear objectives. Having a mentor, trainer, or manager curate resources and modules is beneficial because it reduces the mental effort required to build a learning strategy and allows me to focus on acquiring new skills.​​However, for personal interests or "fun" topics, I prefer informal learning. The lack of external pressure allows the experience to be more organic, and I get to be more curious.​In both cases, I still seek PLN engagement to expand on my learning. I value mentorship in my career, while I enjoy autonomy in personal knowledge.
References
Thompson, P. (2017). Foundations of Educational Technology. Oklahoma State University. https://open.library.okstate.edu/foundationsofeducationaltechnology/
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Pappas, C. (2013, May 9). The Adult Learning Theory-Androgogy-of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
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PHILO-notes. (2022, March 15). Knowles‘s Adult Learning Theory [Video]. YouTube. https://www.youtube.com/embed/Vhn1WA5bgWw?feature=oembed​
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Wil. (2020, February 22). Six Principles of Andragogy-of Malcolm Knowles. Brilliant Learning Systems. https://brilliantlearningsystems.com/six-principles-of-andragogy-malcolm-knowles/​​​​​