Andragogy:The Adult Learner

Online Course Design______________________________

Renuka KumarAssociate Professor

Community College of Baltimore CountyMaryland

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Agenda_______________________________

• Pedagogy vs. Andragogy• What is Andragogy?• Why Andragogy?• Five Assumptions of Andragogy

o Define assumptiono Pedagogy vs. Andragogyo Implications for Online Instructiono Online Course Design

• Conclusion• Discussion

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Pedagogy vs. Andragogy_______________________________________

• Pedagogyo The method and practice of teaching.

Focus on teaching.• Andragogy

o The art and science of helping adults learn.Focus on learning.

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What is Andragogy?_______________________________________

• Set of assumptions about how adults learno 1833 - Alexander Kapp

Plato’s educational theorieso 1920s - Eugen Rosenstock

Theory of adult education

o 1970s - Malcolm KnowlesPopularized in the US

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Why Andragogy?_______________________________________

• 7.1 million online students -Fall 2012• 30% of all students in higher education• 80% above age 25

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Five Assumptions of Andragogy_______________________________________

Characteristics of adult learners:1. Self-directed2. Bring experience3. Ready to learn4. Problem oriented5. Motivated to learn

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Assumption 1_____________________________

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Self-Directed

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Assumption 1 - Self-Directed_______________________________________

Adult learners:• are increasingly independent.• need to be actively involved in decisions that

affect them.• believe they are responsible for their lives.

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Assumption 1 - Self-Directed_______________________________________

• Pedagogyo The learner is dependent

upon the instructor for all learning.

o The teacher/instructor assumes full responsibility for what is taught and how it is learned.

o The teacher/instructor evaluates learning.

Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf

• Andragogyo The learner is self-

directed. o The learner is

responsible for his/her own learning.

o Self-evaluation is characteristic of this approach.

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Assumption 1 - Self-Directed_______________________________________

Implications for online instruction• Curriculum to focus on process – not content• Variety of learning activities• Facilitator - an equal and an expert• Collaborative and welcoming learning environment• Ongoing guidance and support

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Assumption 1 - Self-Directed___________________________________________

Online Course Design• Syllabus should clearly provide:

o course expectations.o schedule with due dates.o assignments with grading criteria.o guidelines for online communication.o contact information for the facilitator.o outline response time.

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Assumption 1 - Self-Directed___________________________________________

Online Course Design (contd)• Facilitators should:o be available online during the first few days.o welcome each learner individually to the class.o encourage communication between learners.o maintain contact with the learners weekly.o establish a chat room or online “café”.o provide learning objectives for all assignments.

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Assumption 2: _____________________________

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Bring Experience

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Assumption 2 - Bring Experience___________________________________________

• Adults bring life and job experience with them.

• This experience is a resource for learning.

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Assumption 2 - Bring Experience_______________________________________

• Pedagogyo The learner comes to the

activity with little experience that could be tapped as a resource for learning .

o The experience of the instructor is most influential.

Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf

• Andragogyo The learner brings a

greater volume and quality of experience.

o Adults are a rich resource for one another.

o Different experiences assure diversity in groups of adults.

o Experience becomes the source of self-identify.

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Assumption 2 - Bring Experience_______________________________________Implications for online instruction• Provide opportunities to use and share their

knowledge and experience.• Create an environment to freely express opinions

and share ideas.

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Assumption 2 - Bring Experience___________________________________________

Online Course Design• Types of assignments:o group projectso reflective activitieso interactive discussions

• Discussion should encourage real-life applications.• Spur discussion to encourage analytical thinking.• Provide weekly feedback to discussions.

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Assumption 3_____________________________

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Ready to Learn

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Assumption 3 - Ready to Learn___________________________________________

• Adults:o experience triggers to learn something new – birth, divorce, loss of job.o want to learn what they can apply in their real-

life situations.

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Assumption 3 - Ready to Learn_______________________________________

• Pedagogyo Students are told what they

have to learn in order to advance to the next level of mastery.

Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf

• Andragogyo Any change is likely to

trigger a readiness to learn.

o The need to know in order to perform more effectively in some aspect of one’s life is important.

o Ability to assess gaps between where one is now and where one wants and needs to be.

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Assumption 3 - Ready to Learn_______________________________________Implications for online instruction• Facilitators should:o realize that each learner enters the course for a specific

reason.o acknowledge the range of different backgrounds.

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Assumption 3 - Ready to Learn___________________________________________

Online Course Design● Communicate course expectations clearly.● Provide links to resources.● Ask learners what they need to learn.● Lessons should relate to learners needs and goals. ● Accommodate multiple learning styles.

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Assumption 4_____________________________

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Problem-Oriented

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Assumption 4 – Problem-Oriented___________________________________________

• Adults are:o life-centered (task-oriented, problem-centered).o want to learn what will help them perform daily

tasks or problems.

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Assumption 4 – Problem-Oriented___________________________________________

• Pedagogyo Learning is a process of

acquiring prescribed subject matter.

o Content units are sequenced according to the logic of the subject matter.

Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf

• Andragogyo Learners want to perform

a task, solve a problem, live in a more satisfying way.

o Learning must have relevance to real-life tasks .

o Learning is organized around life/work situations rather than subject matter units.

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Assumption 4 – Problem-Oriented___________________________________________

Implications for online instruction• Curriculum - process based not content based.• Use real-life examples or situations• Draw on learner’s personal experiences.

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Assumption 4 – Problem-Oriented___________________________________________

Online Course Design• Use active learning strategies:

o case studieso problem solvingo simulations

● Group projects - draw on personal experience.● Present and solve “real world” problems.● Share learning objectives for every assignment.● Create meaningful work (avoid busy work).

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Assumption 5_____________________________

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Motivated to Learn

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Assumption 5 – Motivated to Learn___________________________________________

• External motivators o better jobs and higher salaries

• Internal motivators o increased job satisfaction, self-esteem

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Assumption 5 – Motivated to Learn__________________________________________• Pedagogyo Primarily motivated by

external pressures, competition for grades, and the consequences of failure.

Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf

• Andragogyo Internal motivators: self-

esteem, recognition, better quality of life, self-confidence, self-actualization.

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Assumption 5 – Motivated to Learn__________________________________________Implications for online instruction• Have activities that build self-esteem.• Recognize the need of learners to be appreciated.• Get learner input into lessons.• Inform learners why topic is important.

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Assumption 5 – Motivated to Learn__________________________________________

Online Course Design• Use a friendly, first person style of writing.• Incorporate ongoing evaluation from learners.• Offer multiple assessment strategies.• Tell why topic or link is important.• Provide practical information with examples.• Recognize learners contributions once a week.• Offer a variety of learning support.

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Conclusion___________________________________________

• Andragogy should be used as a starting point.• Know needs, backgrounds, and expectations of

learners.• Create learner centered educational environment. • Develop course that allows adult learners to be:

o actively engagedo motivatedo able to gain and share experiences , and o collaborative.

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Conclusion (contd)_______________________________________

• Pedagogy vs. andragogy http://www.youtube.com/watch?v=VhydhDa0BGU

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References_______________________________________• Blondy, L. (2007). Evaluation and Application of Andragogical Assumptions

to the Adult Online Learning Environment. Journal of Interactive Online Learning 6 (2).

• Burge, L. (1988). Beyond Andragogy: Some Explorations for Distance Learning Design. Journal of Distance Education 3 (1): 5–23.

• The Learning House, Inc.(2012) . Online College Students 2012. Retrieved from http://www.learninghouse.com/files/documents/resources/Online%20College%20Students%202012.pdf

• Florida Tech (n.a.). Pedagogy vs. Andragogy. Retrieved from http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf

• Perret, Joe (2008). Andragogy and Online Teaching. Retrieved from faculty.piercecollege.edu/perretjd/powerpoint/andragogy.pdf

• Sheldon, L. (2013). Andragogy: Welcoming Adult Learners and their Experiences. Retrieved from www.gcc.mass.edu/.../files/.../TLSD-Andragogy-April-13-Sheldon.pptx

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Discussion_____________________________

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