Andragogy recognizes that adults have experiences, backgrounds, and opinions that are present with children. As such, different learning strategies should be considered with adults. Just as with children, there is no one model that will fit all adults. According to Bleich (2018) the four main types of adult learning theories are transformational, experiential, self-directed learning, and neuroscience. Below are some of the key researchers, the main implication of their work for learning teaching and learning, and approximately when they did their related work.
Key Researchers in Andragogy
1960s-1980s
Malcom Knowles
Characteristics of adult learners are different than those of child learners, as such learning designers should consider these differences (Pappas, 2013).
1970s
David Kolb
Experiential learning - Educational experiences should include hands-on elements (Coleman, 2024).
1970s
Jack Mezirow
Transformational learning - Critical reflection and self-examination should be incorporated in the learning experience (Coleman, 2024).
1980s
Reg Revans
Action learning - Apply learning to resolve real problems (Coleman, 2024).
Bleich, C. (July 8, 2018). How Understanding the Adult Learning Theory Helps Us Creat Better eLearning. eLearning Industry. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Coleman, H. (April 30, 2024). Adult Learning Theory: A One Stop Guide to Using It in employee training. ISpring. Retrieved from https://www.ispringsolutions.com/blog/adult-learning-theories
Pappas, C. (May 9, 2013). The Adult Learning Theory – Andragogy – of Malcolm Knowles. eLearning Industry. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Likely the biggest implications of the study of andragogy are the 4 principles for adult learners suggested by Malcolm Knowles. These concern learner involvement, basing activities in the experience of the learners, the choice of relevant learning material, and a bias toward problem (vs. content) centered learning (from Knowles, 1984 described in Pappas, 2013). Two additional principles are that the learners will be more successful if they are intrinsically motivated, and if the learning experience allows them to immediately solve real world problems (Yopp, et al., 2022).
Pappas, C. (May 9, 2013). The Adult Learning Theory – Andragogy – of Malcolm Knowles. eLearning Industry. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Yopp, A., Ludwig, R., and Serrano, T. (March 30, 2022) The “Super Six” Principles of Andragogy. Institute for the Professional Development of Adult Educators. Retrieved from https://www.floridaipdae.org/dfiles/resources/webinars/033022/Webinar_Handbook_033022.pdf
The following are a few of the strengths and limitations I see for considering andragogy in higher education learning design. I believe one obvious strength of andragogy is that it accounts for the adult learner, as most in higher education are, as opposed to learning theories based on how children learn. Additionally, many of the discussions around andragogy are very prescriptive – they give good guidance to learning designers in higher education.
I believe one limitation is the reliance on intrinsic motivation. Students in higher education may not be intrinsically motivated in a course, especially if it lies outside their primary area of study. Similarly, many students in higher education, while being adults, lack experiences and understanding of real-world problems.
Formal Example: Completed the LDT300x course
Informal Example: A plumber showed me some tricks/tips on fixing some simple things as he was showing what the plumbing issues were (I will focus on this experience for the next part)
Memorable and Successful: The experience of learning a few basic plumbing ideas was memorable and successful. I think this was the case for several reasons that relate to some elements of adult learning theory:
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Motivation, I’ve always enjoyed learning about things around the house, and these ideas can save time and money
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Relevance, the items learned were relevant as I will likely run into similar plumbing issues in the future
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Problem solving focus and real-world problems, much of what I learned would assist in troubleshooting (problem solving) future plumbing problems (which are real world)
Learning Preference (Formal vs. Informal vs. Non-Formal)
I don’t know that I can choose a learning preference. Initially, I might learn toward more informal learning – I love to constantly discover what things are and how things work. Plus, I think the informal nature allows one to choose the most relevant things to learn. One the other hand, I am highly motivated by learning the right things. Sometimes, you may not always be able to trust what you are learning informally. I feel formal education is a lot more likely to be on solid ground regarding appropriate goals, etc. I trust that the instructors/facilitators are teaching things that are good to know.
I think I would tend to seek out formal learning experiences within my PLN. Though, I would certainly be open to more organic, less formal learning. Further, given my propensity for more formal learning, I might need to push myself to share in my PLN as I might feel that others might prefer more formal learning as well.