A s career academics, you probably know what works best in your classrooms. When it comes to promotion and awards; however, do you struggle to articulate the theory behind your practice? Or are you looking for new ways to enliven your teaching? This series of blogs will introduce you to some of the prominent theorists in the field of teaching and learning and provide some background to the pedagogical/andragogical approaches they subscribed to. While these posts will not be comprehensive biographies or deep analyses of theories, they will provide a taster that will hopefully whet your appetite for further exploration. The posts also contain resources that can guide the implementation of theory into practice.

Image: Malcolm Knowles

Most educators will have heard of the term pedagogy: the science of teaching from the Greek paid, meaning ‘child’ and agogus meaning ‘leading’ (Knowles 1970). In the early 20th Century, deficiencies in the pedagogical model, when applied to adult learning, became apparent. The transmission-of-knowledge model of education that favoured “fact-laden lectures, assigned readings, drill, quizzes, rote memorizing, and examinations” (Knowles 1970, p. 40) was found to be unpopular with adult learners. The philosopher Alfred North Whitehead also proposed that the rapid pace of social change within the 20th Century meant that “training must prepare individuals to face a novelty of conditions” (Knowles 1970, p. 41). Malcolm Knowles recognised the need for lifelong learning and the importance of ‘learning how to learn’ (Knowles 1970, p. 41). He also saw that educators had begun to respond to the changes in society by experimenting with the way they taught. From this he developed six principles that inform andragogy (the science of teaching adults).

1. Experience

Adult learners bring their own life and work experiences to their learning environment. This provides an opportunity to connect learning to something the learner already knows.

How to use this principle

Teachers should respect this prior knowledge and capitalise on it to bridge to the learning of new concepts. For instance, a teacher, prior to beginning a tutorial, could poll the group on their real-world experience or knowledge of the ideas that will be discussed; this could then be used to frame ensuing activities.

2. Self-directedness

Adult learners have the need to be in control of their learning i.e. when it will happen, how they will learn, etc. Conaway and Arnold (2015, p. 2) state, “[o]nce a person is fully mature, the need to be guided by others declines to an all-time low and the desire to be fully independent and able to make decisions is at an all-time high.”

How to use this principle

Providing different modes of learning (i.e. online activities, readings, videos, podcasts) and catering to the autonomy of adult learners through self-paced learning opportunities will enrich the learning experience. The University of Waterloo’s Center for Teaching Excellence article on Self-Directed Learning: A Four-Step Process (University of Waterloo n.d.) has some useful ideas on self-directedness and links to other resources.

3. Need to know

Adult learners have generally identified a gap in their knowledge and are seeking a way in which to address this gap in order to meet a specified goal (for instance, a new job, a promotion, a change in career). They need to see the relevancy of the skill or knowledge they are acquiring, such its applicability to future employment.

How to use this principle

Making explicit links to real-world examples or referring to their personal and professional experience will assist with the issue of relevancy. Reflections on how a particular set of skills, or item of knowledge, will help with future work, or learning, will also address this. Although this blog’s focus is on eLearning, The #1 Way to Engage Adult Learners? Be Relevant (Rowe 2017) may provide some useful tips on relevancy for your face-to-face teaching practice.

4. Readiness

Adult learners are, or should be, ready to learn. No longer are they expected by their families or schoolteachers to perform to a certain standard or to absorb a standardised package of knowledge. They are in control of their learning. This is strongly connected by their need to know. This readiness to learn, should work in an adult teacher’s favour, by removing many of the barriers found by teachers of children, such as disengagement or behavioural issues.

How to use this principle

Capitalising on this readiness to learn by providing engaging material in fresh and interesting ways will ensure a strong connection to, and uptake of, the learning. Read this Iowa State University (n.d.) guide on 14 Creative Ways to Engage Students.

5. Orientation to learning

With adult learning there is a shift in focus from teacher-centred, future-focussed learning (school-aged students will not be immediately applying much of what they learn in school) to learner and problem-centred learning (Conaway and Arnold 2015). Adult learners have agency over their learning and this autonomy places them at the centre of their experience.

How to use this principle

Designing learning experiences that allow application to real, current and relevant (to the learner) situations/problems will bring the learning into the ‘now’ and ensure it is learner-centred. Using active learning and constructivist approaches such as Problem Based Learning will allow your adult learner to feel they are in control of their learning.

6. Intrinsic Motivation

The value of education is well understood by adult learners. Unlike in pedagogy where the ‘stick’ is used just as often as the ‘carrot’, andragogy recognises that adults find motivation through the reward of personal growth, career advancement and remuneration.

How to use this principle

Designing activities that link their learning to personal and professional outcomes are the key here. For instance, having student students create personal goals and action plans (California State University 2016) and linking these to their learning. Remembering the way in which adult learners view their education, and designing accordingly (i.e. highlighting the benefits of what they will learn), will provide a better learning and teaching experience.

Image: Acquired skills and knowledge of immediate value appeal to the ‘need to know’ principle of adult education

Although Malcolm Knowles’ adult learning principles have been around for over 50 years, they are still relevant to the design and delivery of adult education today with a focus on problem-based and collaborative learning rather than didactic teacher-centred modes. Educators will work best in designing learning when they recognise that adults:

– Need to know why they are learning

– Learn by doing and by problem-solving

– Learn best when the topic is of immediate value.

This article on Andragogy: what is it and does it help thinking about adult learning? (Smith 2010) provides a critical examination of Knowles’ principles; read it to understand the strengths and weaknesses of Knowles’ approach to learning.

For more information on Malcolm Knowles, andragogy and his principles of adult learning, review the links in the references below.

References

Acquired skills and knowledge of immediate value appeal to the ‘need to know’ principle of adult education n.d. [image], “Michigan Academic Business Librarians Meeting (University of Michigan, August 15, 2014)” by cseeman is licensed under CC BY-NC-SA 2.0

California State University 2016, 6 tips for teaching based on principles of adult learning theory, viewed 22 August 2019, <http://fdc.fullerton.edu/teaching/FDC%20Quick%20Start%20Teaching%20with%20Principles%20of%20Adult%20Learning%20Theory.pdf>.

Conaway, W & Arnold, B 2015, The Keys to Online Learning for Adults: The Six Principles of Andragogy, viewed 22 August 2019, <https://www.researchgate.net/publication/299540188_The_Keys_to_Online_Learning_for_Adults_The_Six_Principles_of_Andragogy>.

InstructionalDesign.org n.d., Andragogy (Malcolm Knowles), viewed 22 August 2019, <https://www.instructionaldesign.org/theories/andragogy/>.

Iowa State University n.d., 14 Creative Ways to Engage Students, viewed 22 August 2019, <https://www.celt.iastate.edu/teaching/teaching-format/14-creative-ways-to-engage-students/>.

Knowles, M 1970, The Modern Practice of Adult Education: From Pedagogy to Andragogy, viewed 22 August 2019, <https://pdfs.semanticscholar.org/8948/296248bbf58415cbd21b36a3e4b37b9c08b1.pdf>.

Malcolm Knowles n.d. [image], viewed 22 August 2019, <http://roghiemstra.com/pvitamk.html>.

Rowe, T 2017, The #1 Way to Engage Adult Learners? Be Relevant, viewed 22 August 2019, <https://www.shiftelearning.com/blog/engage-adult-learners-be-relevant>.

Smith, M 2010, Andragogy: what is it and does it help thinking about adult learning?, viewed 22 August 2019, <http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/>.

University of Waterloo n.d., Self-Directed Learning: A Four-Step Process, viewed 22August, <https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-four-step-process>.

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2020-07-27T10:54:36+10:00October 30th, 2019|DESIGNING LEARNING, Learning and Teaching, Professional Development, Thought Leadership|0 Comments
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