TEACHING STRATEGIES

Andragogy: Understanding and Applying Adult Learning Theory

22 June 2024/ By Zineb DJOUB

In today’s rapidly evolving knowledge-based society, continuous learning in the workplace plays a pivotal role in problem-solving and fostering innovation. Equally important is the role of educational programmes in supporting teachers’ growth and encouraging self-directed learning. Understanding how adults learn is fundamental to providing effective coaching, mentoring, and training for educators. Moreover, this understanding empowers individuals to take charge of their learning journey and seek meaningful opportunities for personal and professional development. Therefore, to grasp the principles of adult learning, it’s imperative to delve into the realm of adult education and explore one of its foundational theories: andragogy.

What is adult education?

While education has served elite groups of adults since ancient times, it was not until the 1960s that adult education was recognized as a distinct field of practice and study.

This field has since evolved into an international movement aimed at combating inequalities, fostering democracy, and promoting cultural and social development.

Different terms have been used to describe it such as community education, continuing education, adult training, literacy, and extension.

Adult education encompasses educational activities specifically designed for adults. However, to define adult education accurately, we must first understand who adult learners are. According to Rothwell (2020), adults are typically individuals beyond the traditional school age of seven to 21 who are actively employed.

So, adult education concerns individuals who are beyond traditional school age and who pursue education and training for personal development and professional growth.

UNESCO‘s 1976 definition views adult education as an integral part of lifelong learning, where individuals engage in learning activities at different stages of their lives.

These activities span formal learning (institution-based), nonformal learning (workshops, seminars), and informal learning (life experiences, social interactions).

It follows that adult education recognizes that learning is a continuous process at all stages of life and needs to be flexible, offering diverse learning opportunities to better serve adult learners.

The critical question arises: How do adults learn, and how does it differ from children’s learning?

Andragogy: Definition and principles

Towards the end of the twentieth century, research indicated distinct differences in how adults learn compared to children. In response, Malcolm Knowles (1980) developed a theory tailored specifically for adult learning, known as andragogy. Unlike “pedagogy,” which focuses on teaching children, andragogy revolves around the art and science of helping adults learn.

Andragogy is founded on a set of assumptions about adult learners (Knowles et al., 2005):

# The need to know: Adult learners’ motivation increases when they perceive learning as relevant. So, adult learning is characterized as goal-oriented.

#The learners’ self-concept: Adult learners are responsible for their own decisions and can direct their own learning.

#The role of the learners’ experiences: Adult learners draw on their accumulated reservoir of life experiences to aid learning.

#Readiness to learn: They’re ready to learn when they assume new social or life roles.

#Orientation to learning: Adult learning is driven by their desire to solve real problems or adapt to new circumstances.

#Motivation: Adult learners are motivated to learn by internal (e.g., self-esteem, quality of life), rather than external factors (e.g., grades, promotions). So, they’re willing to initiate their own learning efforts when they see the need to do so.

Practical applications of andragogy

Andragogy is applicable across formal education and workplace training. Yet, regardless of the context, there are instructional strategies that are more important for adult learning.

Differentiation

Adult learners hold high expectations. They seek learning that is relevant to their work, provides immediate results, and is cost-effective. So, identifying their needs and differentiating instruction is crucial for maximizing benefits.

Self-direction

Adults prioritize personal responsibility and control over their education. Therefore, effective instruction should incorporate self-assessment, reflection, decision-making opportunities, and choices.

Collaboration

Adult learners thrive in collaborative relationships with their teachers. Teachers who treat students as colleagues increase productivity. Acknowledging one’s contributions motivates individuals to produce their best work.

Experiential learning

Adult learning is problem-centred rather than content-oriented. So, it’s important to focus on tasks that adults can perform, rather than on memorization of content. This is by involving them in solving real-life problems, reflecting on that experience, drawing conclusions, and then testing what they’ve learned (Kolb’s experiential learning cycle).

Thought-stimulating learning

Since adults are intrinsically motivated, it’s crucial to create an intellectually stimulating learning environment that encourages curiosity, critical thinking, and a love for learning. This is, for instance, by integrating inquiry-based learning, interactive discussions, brain teasers, or addressing thought-provoking questions.

To recap,

Understanding and applying andragogy is essential for effective adult education. Andragogy, or adult learning theory, presumes that adults have specific learning requirements.

Based on their traits, it suggests that the best learning environments are the ones that cater to individuals’ needs, foster self-directed learning and problem-based approaches, and are collaborative and motivating intrinsically learners.

References

Knowles M, Holton EI, Swanson R. 2005. The adult learner: the definitive classic in adult education and human resource development. Burlington, MA: Elsevier.

Rothwell, W.J.(2020). Adult Learning Basics. USA: The Association for Talent Development (ATD).