Andragogy can refer to any theory of adult learning, but there is also a specific learning theory of Andragogy developed by Malcom Knowles in the 1970’s and 80’s to define differences between how adults and children learn. Andragogy as a learning theory has five assumptions and four principles (eLearning Infographics, 2019).
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Assumptions
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Principles
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There are two other adult learning theories built on Andragogy, experiential and transformational learning (Gutierrez). Experiential learning states that adults learn by making sense of experiences. Such lessons often include demonstrations, analyses, developing hypotheses, and active experimentation. Transformational learning states that adults learn when a past experience is given new or revised meaning. These learning experiences rely on triggering cognitive dissonance in the learner and guiding them through resolving that through critical thinking and critical reflection. Both of these theories draw on adult learners driving their own learning from the experience and drawing on their past knowledge to solve a problem.
There are many strengths to andragogy-based learning design. The first is that it leverages everything that an adult learner can bring to their learning, particularly their motivations and foundations. With problem-centered, adult-relevant material, instructors can bring their passions and interests to their teaching and invite the same from their learners. This can foster an exciting and reciprocal learning experience. Andragogy is also exceptionally well suited to informal learning, with its emphasis on learner-centered and responsive teaching.
There are a few challenges with following andragogy learning principles. The first is that you need the learners to draw on their foundational knowledge, which may not be equal and accurate for all learners. Plus, when an adult learner encounters new knowledge that conflicts with a past experience or knowledge, it will slow the learner and could alienate them from the material, depending on the strength of the belief (e.g., evolution v. intelligent design). The most challenging part of andragogy principles for a large classroom is in keeping the learning experience suited to the needs, interests, and history of so many different people.
It can be challenging to implement andragogy principles in asynchronous eLearnings, especially for any learning that is not learner-selected, because it is not particularly responsive to learner individuality. It can be made very problem centered, especially with exploratory interactive elements. It can also include additional resources, hints, and help for learners who need to fill in gaps in their foundational knowledge. Additionally, asynchronous eLearning can be continuously available, so learners could have agency in accessing it when it becomes relevant, particularly for optional tutorials and highly specific content (Lambda Solutions, 2020).
Andragogy principles are often used in higher education, particularly once learners get past the early foundational courses, since all American college students are considered adults (Pegoda, 2014). However, most foundational courses that are required for the breadth of knowledge in a college degree can be incredibly frustrating for the majority of the learners present. The structure of the degree program may force students into classes and strip them of their sense of self-direction and motivation. Instructors have to work extra hard to keep their class relevant and interesting to their students. Moreover, the means that most instructors have to incorporating informal learning and self-direction/relevance are generally unpopular (such as group work) or make assessing extra challenging for the instructor (essays & creative projects). However, a really skilled instructor may find the tools and technologies they need to bring the course together and engage their adult students throughout the course materials and activity (El-Amin, 2020). The instructor may just need extra training and support to pull it off well, particularly small class size, classroom technology, and learning assistants. Rubrics are essential to making grading feasible in such courses, since they usually include creative elements that cannot be auto-graded by a computer.
Citations
eLearning Infographics. (2019, February 21). The Adult Learning Theory - Andragogy - Infographic. https://elearninginfographics.com/adult-learning-theory-andragogy-infographic/
El-Amin, A. (2020). Andragogy: A Theory in Practice in Higher Education. Journal of Research in Higher Education, IV(2), 55–69. https://doi.org/10.24193/JRHE.2020.2.4
Gutierrez, K. (n.d.). Adult Learning Theories Every Instructional Designer Must Know. Shift. Retrieved October 12, 2021, from https://www.shiftelearning.com/blog/adult-learning-theories-instructional-design
Lambda Solutions. (2020, June 2). Andragogy Online: Why Adult Education and eLearning Make a Perfect Fit. https://www.lambdasolutions.net/blog/andragogy-online-why-adult-education-and-elearning-make-a-perfect-fit
Pegoda, A. (2014, June 17). It’s Andragogy, Not Pedagogy. Inside Higher Ed. https://www.insidehighered.com/views/2014/06/17/essay-questions-use-term-pedagogy-describe-ideas-regard-college-teaching
There are many strengths to andragogy-based learning design. The first is that it leverages everything that an adult learner can bring to their learning, particularly their motivations and foundations. With problem-centered, adult-relevant material, instructors can bring their passions and interests to their teaching and invite the same from their learners. This can foster an exciting and reciprocal learning experience. Andragogy is also exceptionally well suited to informal learning, with its emphasis on learner-centered and responsive teaching.
There are a few challenges with following andragogy learning principles. The first is that you need the learners to draw on their foundational knowledge, which may not be equal and accurate for all learners. Plus, when an adult learner encounters new knowledge that conflicts with a past experience or knowledge, it will slow the learner and could alienate them from the material, depending on the strength of the belief (e.g., evolution v. intelligent design). The most challenging part of andragogy principles for a large classroom is in keeping the learning experience suited to the needs, interests, and history of so many different people.
It can be challenging to implement andragogy principles in asynchronous eLearnings, especially for any learning that is not learner-selected, because it is not particularly responsive to learner individuality. It can be made very problem centered, especially with exploratory interactive elements. It can also include additional resources, hints, and help for learners who need to fill in gaps in their foundational knowledge. Additionally, asynchronous eLearning can be continuously available, so learners could have agency in accessing it when it becomes relevant, particularly for optional tutorials and highly specific content (Lambda Solutions, 2020).
Andragogy principles are often used in higher education, particularly once learners get past the early foundational courses, since all American college students are considered adults (Pegoda, 2014). However, most foundational courses that are required for the breadth of knowledge in a college degree can be incredibly frustrating for the majority of the learners present. The structure of the degree program may force students into classes and strip them of their sense of self-direction and motivation. Instructors have to work extra hard to keep their class relevant and interesting to their students. Moreover, the means that most instructors have to incorporating informal learning and self-direction/relevance are generally unpopular (such as group work) or make assessing extra challenging for the instructor (essays & creative projects). However, a really skilled instructor may find the tools and technologies they need to bring the course together and engage their adult students throughout the course materials and activity (El-Amin, 2020). The instructor may just need extra training and support to pull it off well, particularly small class size, classroom technology, and learning assistants. Rubrics are essential to making grading feasible in such courses, since they usually include creative elements that cannot be auto-graded by a computer.
Citations
eLearning Infographics. (2019, February 21). The Adult Learning Theory - Andragogy - Infographic. https://elearninginfographics.com/adult-learning-theory-andragogy-infographic/
El-Amin, A. (2020). Andragogy: A Theory in Practice in Higher Education. Journal of Research in Higher Education, IV(2), 55–69. https://doi.org/10.24193/JRHE.2020.2.4
Gutierrez, K. (n.d.). Adult Learning Theories Every Instructional Designer Must Know. Shift. Retrieved October 12, 2021, from https://www.shiftelearning.com/blog/adult-learning-theories-instructional-design
Lambda Solutions. (2020, June 2). Andragogy Online: Why Adult Education and eLearning Make a Perfect Fit. https://www.lambdasolutions.net/blog/andragogy-online-why-adult-education-and-elearning-make-a-perfect-fit
Pegoda, A. (2014, June 17). It’s Andragogy, Not Pedagogy. Inside Higher Ed. https://www.insidehighered.com/views/2014/06/17/essay-questions-use-term-pedagogy-describe-ideas-regard-college-teaching