Andragogy, or How I Learned to Stop Worrying and Love Self-Directed Learning

It turned out to be quite apropos for me to learn about andragogy and adult learning theories this week. While I have been living in the world of pedagogy as a high school teacher, there seem to be more and more people who are working to develop solutions to our flawed educational system. Many of these possible solutions and hypotheses sound a lot like what I read this week about designing effective learning environments for adults.

Andragogy is the study of how adults learn. Since writing about it in 1968, Malcolm Knowles is seen as the foremost expert in the field. There has since been more research into how adults learn versus how children and teens learn. There appear to be many of aspects to this research that can apply to children as well.

Some key aspects of andragogy are that adults tend to feel the need to understand why they are learning something. Life experience has helped them develop a defined sense of self. Often, collaboration is an effective learning strategy for adult learners. Adult learners are often motivated by self-directed learning. Based upon where they are in life, they know what they want to learn, and often benefit from a self-directed learning approach. Below is a table explaining six key assumptions to andragogy put forth by Knowles:

Assumption	Explanation
Learners' need to know	Adults learn more effectively when they know why they are learning something. It can be useful to allow student input and reflection to help steer the course work.
Learners' self-concept	Often adults have been trained to be dependent learners. Despite this, adults will resist if they feel another is imposing their will upon them. Technology tools can be useful for helping adults become more self-directed learners.
Role of learners' experience	Adults' varied life experience will result in a more heterogeneous classroom. Adults will also appreciate their experience being recognized. Life experience can lead to certain biases. Opportunity for reflection is a useful tool to help adults confront and explore these biases.
Students' readiness to learn	Adults will want to learn, or need to learn, when they see how learning can be relevant to real life situations. Whenever possible, a teacher should aim to create lessons and scenarios for learners that help them see the relevance to their goals and life.
Students' orientation to learning	Lessons should be flexible. This will enable lessons to be developed that apply to students' life, are task and/or problem oriented. Real life examples are encouraged.
Students' motivation to learn	Internal priorities weigh heavier to the adult learner than external motivation. Goal oriented assignments are effective, as is allowing student input into development of assignments.

When applying principles of andragogy to a classroom, whether online or face-to-face, a self-directed learning model can be useful. As noted above in our assumptions about andragogy, adult students are often self-motivated to learn because they have a desire to better handle certain real-life situations. This does not always translate to being self-directed. Just because an individual is motivated intrinsically to learn, does not mean that they know how to find their own path to learn. Once they are introduced to resources and learn more about how to learn effectively, adults can be eased into a more self-directed learning model.

Sharan B. Merriam did some intensive research into self-directed learning goals. The first goal of self-directed learning could be the development of how the students can be self-directed. As they learn more about themselves through the learning process, they can open up a larger capacity for self-directed learning. The second goal relates to transformational learning. Critical self-reflection is key to the adult learner growing and learning more about themselves and how they learn. The final goal involves emancipatory learning and social action. As adults learn more about their own learning, they can become agents for change in social and political spheres as they look to better themselves and the context of the world they live in.

Students of all ages (including adults) should be given the opportunity, through their education, to not just learn curriculum, but learn about themselves. People often spout that "you should learn something new everyday," but many people don't seem to understand how they learn. As an educator that should be the first goal before getting into curriculum and pedagogy or andragogy. Once the learner can better understand their capacity for change and learning, the other parts should fall more easily into place.

Bibliography

Fidishun, D. (no date, circa, 2005). Andragogy and technology: Integrating adult learning theory as we teach with technology, Malvern, PA: Penn State Great Valley School of Graduate Professional Studies.

Groleau, Daniel G. Andragogy in Action: Integrating Adult Learning Theory and Methods Into Training. N.p.: n.p., n.d. Print.

Manning, Gerri. “Self-Directed Learning: A Key Component of Adult Learning Theory.” Journal of the Washington Institute of China Studies 2.2 (2007): 104-15. Print.

Merriam, Sharon B. “Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory.” New Directions for Adult and Continuing Education Spring 2001: 3-13. Print.