-------------------------------------------------
Andragogy
The most dominant instructional method used in Europe and America is “pedagogy,” or what some people refer to as didactic, traditional, or teacher-directed approaches. Pedagogy, though, concerns teaching children. A competing idea in terms of instructing adult learners, and one that has gathered momentum within the past three decades, is called “andragogy.” (Note: I am using the spelling of this word preferred by Malcolm Knowles, the leading proponent of this theory.)
The pedagogical model of instruction was originally developed in the monastic schools of Europe in the Middle Ages (and it is pretty much still the same today). Young boys were received into the monasteries and taught by monks according to a system of instruction that required these children to be obedient, faithful, and efficient servants of the church.
The term pedagogy is derived from the Greek word “paid,” meaning child, plus “agogos,” meaning leading. Thus, pedagogy has been defined as the art of leading (or teaching) children. There is an old story concerning the origin of the word “pedagogue;” and, while this may not be true, it is an interesting anecdote. According to the legend, ancient Greek citizens who were wealthy would have a slave whose job was to lead their children to and from the school (the place of knowledge). That slave was called the “paidagogos” (leader of boys), and from that word we get the term for leading children to knowledge: pedagogy.
In the pedagogical model, the teacher has full responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and when the material has been adequately learned. Pedagogy places the student in a submissive role that requires only obedience to the teacher’s instructions.
Up until very recently, the pedagogical model has been applied equally to the teaching of children and adults. Unfortunately, as adults mature, they become increasingly independent and responsible for their own actions. They are often motivated to learn by a sincere desire to solve immediate problems in their lives. Additionally, they have an increasing need to be self-directed. The pedagogical model is simply not adequate for effective adult learning.
In contrast, andragogy is a teaching philosophy developed for those leading adult education. Some people believe that andragogy is a learning theory while others believe that it is a teaching methodology. Fortunately, it does not matter which is more accurate, the result is the same: increased effectiveness for the instructor.
The following table highlights some of the important differences between pedagogy and andragogy: Process Element | Andragogical Approach | Pedagogical Approach | Preparing Learners | Informs/communicates program to learners
Prepares learners to participate
Helps develop realistic learner expectation
Helps learners begin thinking about content | Minimal learner preparation | Climate | Relaxed, trusting and mutually respectful
Informal, warm, collaborative, supportive
Open and authentic | Authority-oriented
Formal
Competitive | Planning | Mutual planning by learners and facilitator | By teacher | Diagnosis of Needs | Mutual assessment (surveys, etc.) | By teacher | Setting of Objectives | Mutual negotiation (problem solving, etc.) | By teacher | Designing Lesson Plans | Sequenced by readiness to learn
Built upon prior knowledge and experience
Problem-based units | Logic of subject matter
Content units | Learning Activities | Experiential techniques | Transmittal techniques | Evaluation | Mutual reassessment of needs
Mutual measurement of program | By teacher |
One of the most important proponents of andragogy was Malcolm Knowles, who defined these six principles:
Need to Know
Adults need to know the reason that they are learning some lesson; it isn’t enough to say “because I said so” or “because it’s the next chapter in the book.” Instructors can facilitate this in a number of ways: * Simply ask students to reflection on what they expect to learn, how they might use this information in the future, and how the lesson will help them to meet their goals. * Create some sort of practical fieldwork experiences, where students can interact with real clients and their real life situations. * Create demonstrations of the material and then clearly explain the reasoning when making choices about the various facets of the demonstration. * Promote active participation by allowing (or encouraging) students to try things rather than simply observe. * Work together to agree on the objectives of the class or some activity in the class. Sharing in setting objectives helps learners understand and commit to them. It also makes the class more responsive to the students’ needs. * Early in the class the instructor should discuss what content will be learned, how it will be learned, and why it must be learned. If students believe that content is irrelevant then that belief will stifle learning.
Experience
Experience provides an important basis for adult learning. Mark Twain once observed, “A man who carries a cat by the tail learns something he can learn in no other way.” Indeed, it is experience that teaches the best (though most costly) lessons. Adults like to be given the opportunity to use their existing foundation of experience and apply it to any new learning events. In an online environment: * Provide opportunities for learners to use their experience. * Use activities like case studies, reflective activities, and group projects that call upon the expertise of group members. * Put students in a different character in a case study or scenario to make them reassess already learned information. * Find out about your students, including their interests and past experiences, and then use that information when creating groups.
Self-Directed
Adults want to be responsible for their own learning; they want to be part of the planning and conduct of a training session. Instructors should realize that their adult students will be happier and find the class more fulfilling if they help chart to their own path through it. Including things like optional assignments or multiple paths will make self-directed adults more interested in the class. Of course, instructors will also have some students who are not very mature, and more direction may be required for them. As much as possible, though, permit adult students to create their own experiences in class.
In an online environment: * Non-linear web based learning (using “paths” through the class) allows adults to follow the path that reflects what they need to learn. * The course structure should also accommodate those who are not yet self-directed so they are not frustrated by too many choices. * Encouraging self-direction will likely require additional instructor contact in the beginning stages since students will not be used to that type of environment.
Readiness
Adults are most interested in subjects that have immediate relevance to their work or personal lives; that is, they are “ready to learn” those types of lessons. Knowles believed that all adult classes should be organized around “life applications.” While that is a nice thought, it is not too practical for most college classes. In fact, this attitude seems to discount the notion that sometimes adults study some topic simply for the joy of learning rather than it having some practical application. In an online environment: * Lessons in courses should be concrete and relate to students’ needs and future goals. * Use realistic practice activities such as exercises, role playing activities, and case studies to increase the likelihood that students will apply the class content. * If possible, link the activities and materials in class with the students’ jobs, hobbies, or other activities that they find meaningful.
Orientation
Adult learning needs to be problem-centered rather than content-oriented. As people mature, their time perspective changes from one of postponed application of knowledge (as children) to immediacy of application (as adults). As a consequence, peoples’ orientation toward learning shifts from one of subject-center to problem-center. In an online environment: * Use real-life examples or situations. * Allow adult students to input their thoughts in the design of a lesson or assignments. * Ask questions that motivate reflection, inquiry and further research.
Motivation
The motivation to learn moves from an external to an internal locus as people mature. Children in school are motivated solely by an external force; for example, parental pressure or grades. The mature adult, however, finds a mix of external (promotion, higher salary) and internal (satisfaction, quality of life) motivators. In an online environment: * Show students that the material will bring self-fulfillment. * Use activities that build self-esteem or a sense of accomplishment. * Set up the course such that it moves from more to less structure, but less to more responsibility on the student. * Show interest in the student’s thoughts and actively listen to any questions asked. * Review the students’ goals and acknowledge the completion of those goals. * Provide regular constructive and specific feedback (both positive and negative),