How do adults learn?

Principles of Andragogy

from Alexander Kapp to Malcolm Knowles

Andragogy

• ‘the art and science of helping adults learn’

• built upon two central, defining attributes– learners are self-directed

and autonomous– the teacher is a facilitator of

learning rather than presenter of content

Six Assumptions of Andragogy • The Learner’s Need to

Know • The Learner’s Self-concept • The Learner’s Experience • Readiness to Learn • Orientation to Learning • Motivation to Learn

The Learner’s Need to Know

• adults need to know why they should learn something. – reason they need to learn

something – how it will benefit them

The Learner’s Self-concept

• adults resent and resist situations in which they feel others are imposing their wills on them – previous schooling has made

them dependent learners – move adult students away

from their old habits and into new patterns of learning

– help learners who are still moving into the self-directed mode

The Learner’s Experience

• adults want to use what they know and be acknowledged for having that knowledge – case studies, reflective activities,

and group projects will facilitate the use of learners’ already acquired expertise

• adults’ self-identity (including habits and biases) are determined from their experience

Readiness to Learn

• adults must experience a need to learn something in order to solve real-life tasks or problems – encourage learners’ readiness to

learn by designing situations where the student will encounter a need for their knowledge or skill

– interactive role play will help them see how an understanding of the topic will benefit them in the future

Orientation to Learning

• adults are life, task or problem-centered in their orientation to learning

• use real-life examples or situations that adult learners may encounter in their life or on the job

• allowing flexibility in the design of a lesson will permit student input on issues that need to be addressed

Motivation to Learn

• internal priorities are more important than external motivators

• increased job satisfaction, self-esteem and quality of life are important

• use activities that build students’ self-esteem or sense of accomplishment

References• Fidishun, D., (2000) Andragogy and

Technology: Integrating Adult Learning Theory As We Teach With Technology. Retrieved May 17, 2006 from http://www.mtsu.edu/~itconf/proceed00/fidishun.htm

• Knowles, M. S. (1980) The Modern Practice of Adult Education; From Andragogy to Pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.

• Knowles, M., Holton, E., and Swanson, R. (1998) The Adult Learner. Houston: Gulf Publishing.

• Pratt, D., & Associates (1998): Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger.

• Reischmann, Jost (2004) Andragogy. History, Meaning, Context, Function. At: http://www.andragogy.net. Version Sept. 9, 2004.

How do adults learn?

Principles of Andragogy

from Alexander Kapp to Malcolm Knowles