ANDRAGOGY: THE ADULT LEARNING THEORY

ANDRAGOGY: THE ADULT LEARNING THEORYIntroductionWhen we think about learning, we typically cast our minds back to school or university, however learning is something that continues well into our adult lives. Malcolm Knowles was an American educator, best known as the father of andragogy, the art and science of helping adults learn. Knowles coined the term andragogy to distinguish adult learning from pedagogy, the art and science of teaching children.¹ Based on the differences between adult and child learning characteristics, he developed five adult learning theory assumptions.¹ Let’s take a closer look at these assumptions and consider some of the ways they can be applied to eLearning for adults…1) Self-conceptAs children we are largely dependent on teachers or parents for determining what, how and when we learn. As we mature however, we move away from this dependency and become capable of taking responsibility for our own learning. Self-fulfilment often comes from our performance at work and we start to see ourselves as ‘producers’ or ‘doers’. As a result, our self-concept becomes more self-directing, as does the way in which we learn.²

How can we apply this assumption to eLearning?
To ensure eLearning caters for this assumption, it is important to avoid being overly instructive and to instead provide the learner with choices. Structuring eLearning with a clear contents allows learners to choose to focus on the sections they want to. Creating a diverse range of learning resources, such as interactive eLearning, videos, podcasts and PDFs, means that learners have plenty of content available to them, allowing them to engage with the option that best suits them.2) Experience
As we get older, we are able to draw on a greater volume of experience during our learning. With more experience, adults have more to contribute to the learning experience, but may also have developed fixed habits or patterns of thought that make them less open minded to new ways of learning.²

How can we apply this assumption to eLearning?
Skill sets, experience level and prior knowledge may differ within an adult audience, and this diversity should be taken into account. Surveying the audience prior to developing a new eLearning programme allows for experience and preferred learning styles to be determined, and ensures that all learners are catered for.3) Readiness to learn
Knowles recognised that adults want to learn the things they can apply to their current day-to-day activities; unlike children, adults want to know why they need to learn something before they learn it.³ Adults become ready to learn when there is an incentive, for example, the development of a skill that will allow them to perform better at work.³

How can we apply this assumption to eLearning?
Writing strong and comprehensive descriptions about each course enables learners to understand what they will gain from participating. Providing the learner with context is essential; clear learning objectives should be stated at the start, and as learners progress through the course it should be made obvious which of these objectives are being met.4) Orientation to Learning
Building on the ‘readiness to learn’ assumption, adults are more ‘life-focused’ and learn best when faced with real life situations. As children, we tend to accept that the knowledge we are acquiring might not be used until later in life, however as adults we want to apply the skills we are learning much sooner.⁴

How can we apply this assumption to eLearning?
Again, context is key in applying this assumption to eLearning courses. Linking the content to situations the learner can relate to makes the learning experience far more engaging. Utilising real life simulations and progress checks allows the learner to put newly acquired knowledge to the test immediately.5) Motivation to learn
Whilst adults are motivated by some external factors such as career progression, Knowles believed that adults were best motivated to learn through internal factors.² For example, increased self-esteem, recognition and job satisfaction all play a key role in motivating adults to achieve their educational goals.²

How can we apply this assumption to eLearning?
Introducing features such as leader boards and gamification into eLearning programmes provides opportunities for learners to be rewarded and gain more confidence in their abilities. Encouraging discussions between learners and course leaders through forums and chatbots creates a more social learning experience, allowing for learner contributions to be valued.ConclusionAndragogy is just one of many learning theories, and here at TVF Communications, learning theory is the basis from which we build our award-winning eLearning programmes. By taking this approach, we are able to produce comprehensive eLearning that enable all learners to achieve their full potential. Who said you can’t teach an old dog new tricks? To find out more about TVF’s eLearning services, get in touch!By Sophie Dawson