Andragogy: Addressing the Unique Needs of Adult Learners
by Lorraine Ledger
Adult learners approach learning in response to life issues which confront them. Adults have a desire to learn in order to produce specific outcomes. In other words, learning is a self-directed, practical, need-satisfying process for adult learners (Peterson, 1984).
Because adults direct their own learning for the most part, readiness is a given and not an issue for instructors. The greatest concern in the teaching process is providing the adult with learning experiences that show tangible results. Without tangible results, adults lose their motivation to continue in the process.
Key Theories and Concepts
The term “andragogy” is meant to replace “pedagogy” to indicate the leadership of adults, not children. Although often the catchall term used to refer to adult learning in general, it is actually a specific theory within the realm of Adult Learning Theory.
Andragogy – Developed by Malcolm Knowles in the 1980s. Based on 6 Assumptions about adult learners and four principles of instructional design for leaners. This approach emphasizes autonomy, independence, relevance, self-direction, readiness, and prior knowledge (similar to Constructivism). Mainly Problem-focused.
Experiential Learning Theory (ELT) – This theory was developed by David Kolb in 1984 and is about what the title implies, learning by doing, featuring a cycle that includes concrete experience, reflective observation, abstract conceptualization, and ends with active experimentation.
Transformational Learning – This concept explains that “aha” moment when adults realize a whole new way of understanding something they thought they already knew. Sometimes, in order for transformation to take place, instructors must help older adults unlearn or relearn certain concepts and skills. This approach starts with identification of a crisis or dilemma, then the establishment of personal relevance, followed by critical reflection.
Learning Environments
There are three types of learning environments to consider for adults: formal, informal and non-formal.
Formal—the learning is set by the training department, educator or trainer.
Informal—the learner sets the learning objectives and goals.
Non-formal—somewhere between formal and informal where learning goals and objectives set by an organization or group other than trainer or educator – such as your manager or supervisor.
In identifying the type of environment, consider who is controlling the learning objectives and goals, not the form or spatial considerations.
For instance, formal learning environments are controlled by a teacher and may be in a classroom setting or other structured environment. Informal learning environments, on the other hand, are very flexible and completely at the whim or needs of the learner.
Informal situations might include casual conversation over coffee, seizing the moment to pop-in and ask your boss a question, go to the library, etc. Non-formal environments are those controlled by an organization, maybe one you work for, but where much leeway is given in terms of when, where, and what is learned.
Knowles’ Six Assumptions of Adult Learners
Need to Know – Adults want to know why they’re learning something.
Self-Concept – Adult are independent learners, able to direct their own learning process.
Experience – Adult learners bring vast prior knowledge and experiences upon which they can build new learning.
Readiness – With maturity comes readiness to learn; adult learners are more “ready” to learn skills and information that directly relate to their current roles in life/career.
Orientation to Learn – Focused on tasks and problem-solving rather than subjects. Adults want experiential learning that provides:
Real world skills for immediate use
Opportunities to observe and time to reflect on their experiences
Practice generalizing and developing concepts and theories
Opportunities to test those theories in new situations (Kolb, 1984)
Intrinsic Motivation – Adults do not require as many external rewards (including grades, awards, etc). They see the benefit in knowing more, are interested in being able to solve problems, and understand how skills are applicable to their lives or careers (Pappas, 2017).
Knowles’ Four Principles of Adult Instruction
Adult learners should be included in the planning and implementation of their own learning experiences.
Learning must have a personal and relevant immediate impact on learners’ lives.
All Learning experiences are valuable to adults, even when they fail there is an opportunity to try again and correct mistakes.
Instruction focuses on problems rather than subjects.
Key Aspects for Instructional Design
In his article about Malcolm Knowles on the eLearning Industry website, Pappas (2017) provides some helpful tips for instructional designers who want to incorporate Knowles’ Assumptions into planning learning experiences for adults:
Recognize adult learners’ need for autonomy and create learning experiences which allow for learners to have maximum control and minimal instructor instruction.
Incorporate a variety of instructional models and resources that will apply to learners of all backgrounds and levels.
Include opportunities for adult learners to collaborate in groups and utilize social media as appropriate for course goals.
Carefully construct authentic learning experiences that are authentic based on learner specific needs.
Express how the skills or knowledge being acquired will be useful in a variety of fields and situations.
Inform learners exactly how specific tasks will be useful in real and why they are being asked to complete them.
References
Carlson, R. (1989, Spring). Malcolm Knowles: Apostle of andragogy. Vitae Scholasticae, 8 (1).
Gutierrez, K. (2018, April 24). Adult learning theories every instructional designer must know. Sh!ft Disruptive Learning.
Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Chicago: Follett.
Knowles, M. S. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development.
Pappas, C. (2017, July 20). The adult learning theory andragogy of Malcolm Knowles. eLearning Industry.
Peterson, G. (1984). The Christian Education of Adults.
