Overview and Key Figures in Andragogy
Overview
Andragogy is, in essence, theories of adult learning. There are several different approaches to educating adults, but these theories all focus on the fact that adults are independent and most often looking for education that can directly assist them in their life or work. These theories contrast pedagogy and many other educational approaches that are geared towards how children learn. Since adult learners are more independent, their learning experiences should be more of discovery instead of direct, factual instruction, and educators function more as coaches or mentors in this process.
Malcolm Knowles
Malcolm Knowles developed his theory of andragogy in 1968, which includes five tenets describing how adults learn:
- Maturing Self-Concept
As independent adults, these learners take the lead in their education, and learn because they want to (to increase skills, job performance, or for pleasure). - Increasing Experience
Adults have a larger wealth of life experience, which gives them real-life insights into what they are learning. - Increasing Readiness to Learn
As adults take on new jobs and changing roles in life, these increased responsibilities prepares them to learn more skills. - Shifting Application and Orientation
Adults are better suited to a problem-centered education, where their ability to find solutions can be applied in a timely manner to their job or life. - Involvement in Designing Their Curriculum
Learning motivation is increased in adults by allowing them to be involved in planning their learning, as well as by giving and receiving feedback on their education.
Jack Mezirow – Transformational Learning
In 1978, Jack Mezirow described a theory of Transformational Learning. This methodology is designed to encourage self-reflection and their existing beliefs through exposure to new and varied materials and speakers. Transformational Learning relies heavily on discussion, listening, reflection and writing, and is geared towards expanding an adult learner’s belief system and willingness to engage with a variety of perspectives.
David Kolb – Experiential Learning
The methodology of Experiential Learning was developed in the 1970’s by David Kolb, and is focused on acquisition of knowledge through hands-on experience. Experiential learning involves active participation by the student, as well as using the learning tasks to understand and apply the skills and knowledge learned. Some examples of experiential learning activities include laboratory experiments, internships and visits to the field, furthering the real-world roots of this theory.
Malcolm Knowles & D.R. Garrison – Self-Directed Learning
Malcolm Knowles and D.R. Garrison established the idea of Self-Directed Learning or SDL. This strategy involves students identifying their own learning needs and taking control of how they will accomplish their education. These learners do not rely on teachers, but frequently tap into the vast array of technology-based learning available online to meet their goals.
John Dewey – Project-Based Learning
In 1896, John Dewey proposed the idea of “learning by doing” which is also known as PBL, or Project-Based Learning. In this methodology, students use their knowledge, along with group discussions and activities, to work through real life situations and experiences. Teachers assist by providing continual feedback, and communication among peers and teachers is an essential feature.
Reg Revans – Action Learning
Action Learning is a strategy developed by Reg Revans in 1982, and argues that working on solving urgent, concrete problems is the best way to teach adults. In action learning, learners work in teams to recognize and clarify a problem; discuss possible solutions; and then act on those solutions. A mentor is used to guide the process, and can be useful to address problems within an organization, especially when a team is comprised of individuals with varied skills and backgrounds.
Colman, H. (2019, October 11). 6 Adult Learning Theories and How to Put Them into Practice. Your Digital Learning Expert. https://www.ispringsolutions.com/blog/adult-learning-theories
Andragogy – Strengths and Limitations
Andragogy and its many related adult-learning theories are important for skill development, continuing education and expansion of knowledge within work settings. I see many of these theories reflected in the structure of this LDTC 600 course, including my role in my own development. I am taking on further learning because I want to expand my skills within my workplace and become a more knowledgeable and valuable part of my team.
One of the biggest limitations of andragogy is that it relies on the learner being self-directed, and life as an adult is often out of our control! Even with the best of intentions, family life, work, and other responsibilities make for a situation where learning becomes less of a priority at the end of a long day. Finding time to go out and do some of the real-world activities can be more difficult as an adult, as well as being able to communicate deeply with peers in a learning environment.
Adult Learning Experience
A few years into my career as a graphic designer, I attended an in-person seminar to learn additional skills in Photoshop. It was exciting because it was taught by someone with a vast amount of experience and I was able to learn from that extensive life experience even though I was a young 20-something in the early stages of my career.
I remember specifically learning how to use some of the background removal tools – his example in class was removing a background from an image of a woman with lots of loose strands of hair, and he was able to cleanly separate the woman’s hair from the background. This example is most closely aligned with Experiential Learning, because we watched him use the tool and I was able to go back to work and use this skill on my own projects.
My Learning Preferences
In relation to work skills, I prefer a formal learning environment. I flourished in the structured environment of school in my high school and college years, and I like having specific measures of my achievement, such as grades, as well as a tangible result at the end – new skills or a certificate or degree. This preference would lead me to more structured elements of my PLN, such as proceeding through a set curriculum of learning, whether that is a set series of videos on Youtube to master a particular software program, or by pursuing a certificate of completion for another learning experience. This would also cause me to engage with my PLNs as more of a consumer of content, rather than a significant contributor.
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