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Knowles Andragogy Theory of

Adult Learning

Roxanne SylvesterWalden University

How Adults Learn: Theory and ResearchEDUC 8101

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Agenda

Introduction Definition of andragogy Definition of adult Pedagogy Andragogy Assumptions of andragogy Tenets of andragogy Teaching and learning implications Other Post “Andragogy” Theories Thoughts to consider References

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Introduction

Objectives

Why Andragogy What distinguishes adult learning from other areas of learning

Importance of Andragogy What particular characteristics about adult learning can be

identified to maximize their learning Audience knowledge of Andragogy

What do you know about Andragogy New knowledge and classroom application

Self-directed learning and individual learning experience

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Definition of “Andragogy”

Andragogy “the arts and science of helping adults learn”

Coined to differentiate from the theory of youth learning called pedagogy.

Introduced to the American culture in 1967 by Dusan Savicevic, a Yugoslavian adult

educator

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Definition of “Adults”There are four viable definitions of

adults

Biological definition The age you can reproduce (early

adolescence)Legal definition

The age the law says you can vote, drive, marry, and etc.

Social definition When you start performing adult

roles, work, spouse, parentPsychological definition

When you arrive at a self-concept of being responsible and self-directed

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First There was Pedagogy

Pedagogy “the art and science of teaching children”

Education model based on a set of beliefs and assumptions about teaching and

learning

Assigns the teacher full responsibility for making all learning decisions for the

student

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Then Came Andragogy

Knowles’s interest in adult learning was inspired by Eduard Lindeman publication, “Meaning of Adult Education”

Knowles was convinced that adults learn differently to children.

Knowles andragogical theory is based on several assumptions different from those of the pedagogy model.

Malcolm Knowles

Eduard Lindeman

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Andragogy Assumptions

The need to know The learner’s concept The roles of the learner’s

experiences Readiness to learn Orientation to learning Motivation

Click on the link below to view the video

YouTube - Andragogy (Adult Learning)

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Andragogy Tenets

How applicable is andragogy to Culture and Africentric learners

Personal experience The cultural experiences of African

American and some adult immigrants were not characterized

Marginalized various social groups whose values, experiences, and realities do not resemble the dominant population.

Individual Learning Self and society, culture, individual

development and ways of learning were not considered.

Structural systems of privilege and oppression were not examined.

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Andragogy implications for Teaching and learning

Teaching

Adult educators tried to create ways to help adults examine their habits and biases and open their minds to new ideas and approaches.

The emphasis on adult learning is placed on experiential techniques and peer-helping activities.

Curricula were restructured around life situations and coping skills.

Learning

Adult learners taped into their experiences and self-identity by using such techniques as group discussions, problem-solving activities, case methods, and sensitivity training.

Adults are motivated to learn when they perceive that learning will help them perform task or deal with the problems they encounter in their life situations.

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Alternate Approach To Teaching Adults

Hal Beder and Gordon Darkenwald

In 1982, Beder and Darkenwald performed studies to examine whether teachers use a different

style when teaching adults. Using adult and preadult teachers as subjects, the researchers

received feedback from self-reporting questionnaires.

Teachers have to perceive that there is a difference in how adults learn for the instruction to be different.

Teachers believed that adults are significantly more intellectually curious, motivated to learn,

willing to take responsibility for their learning, willing to work hard at learning, clear about

what they want to learn, and concerned with the practical applications and implications of

learning than were children.

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Other Post “Andragogy” Theories

Illeris’s three dimensions of learning

Cognitive (knowledge and skills)

Emotional (feelings and motivation)

Society (external interaction)

Peter JarvisKnud Illeris

Jarvis’s learning process

All learning begins with experience

All learning begins with the five human sensations

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Conclusion

Consider: How does Knowles’s assumptions on adult learning apply to you as a learner or

impact your learning.

Survey Questionnaire

Evaluation http://spreadsheets.google.com/ccc?key=tmdpRDXAI0pyfx9i9_AEzyA

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References

Comu, A (2005) Building on Jarvis: towards a holistic model of the processes of experiential learning. Studies in the education of adults, 27(2) 166-181 Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/delivery?vid=4&hid=...

Fidishun, D. (1998). Andragogy and Technology: integrating adult learning theory as we teach with technology. Retrieved from http://frank.mtsu.edu/~itconf/proceed00/fidishun.htm

Imel, S.(1989) Teaching adults: is it different? ERIC Digest, 82, Retrieved from http://www.ericdigests.org/pre-9211/teahing.htm

Knowles, M. S., Holton, E. G., & Swanson, R. A. (1998). A theory of adult learning: andragogy. In The adult learner: the definitive classic in adult education and human resources development (pp. 35-72). Retrieved from http://sylan.live.ecollege.com/ec/crs/contentItem.learn?CourseID=4122297&4...

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Knowles’s andragogy, and models of adult learning by McClusky, Illeris, and Jarvis. In Learning in adulthood (pp. 83-104). San Francisco, CA: Jossey-Bass.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Adult development. In Learning in adulthood (pp. 298-324). San Francisco, CA: Jossey-Bass.

Smith, M.K. (2002) Malcolm Knowles, informal adult education, self-direction and andragogy, the encyclopedia of informal education. Retrieved from http://www.infed.org/thinkers/et-knowl.htm