Adult Learning Styles Andragogy Jeremy Fisher October 2012 Andragogy: The art and science of helping adults learn. This concept, popularized by the educational theorist Malcolm Knowles 1913–1997, emphasizes hands-on task- or problem-centered learning as the most effective method for teaching adults. An example in medical education might be assigning students to groups in which they would practice intubation procedures using a manikin. Much is made in the literature on andragogy of the idea of harnessing intrinsic motivation. In this case, the students would obviously want to master a crucial skill and would be more likely master to it if given a hands-on opportunity to do so. As your teacher I want you To get a chance to really do Useful things that no doubt will Endow you with a real skill 1

Introduction “A new label and a new technology” of adult learning to distinguish it from pre- adult schooling. (Knowles, 1968, p. 351). “Adult Education is more effective when it is experience centered, related to learner’s real needs and directed by learners themselves.” (Auerbach,1992, p. 14). Auerbach, E. R. Making Meaning, Making Change: Participatory Curriculum Development for ESL Literacy. Washington, DC: National Clearinghouse on Literacy Education, Center for Applied Linguistics, 1992.

Learners Need to Know – why, what, how? (what is the purpose?) see 6. Knowles (1990, p57-63) revised assumptions about the characteristics of adult learners Learners Need to Know – why, what, how? (what is the purpose?) see 6. Self-Concept of Learner – Self-directed (with minimal guidance and consensual input) Prior Experience of the Learner- Greater volume/ quality of experience. Readiness to Learn – Knowledge needed to cope effectively with their real-life situation. Orientation to Learning problem centered: Discussion, real scenarios, problem solving activities Motivation to Learn – Personal payoff, qualification, monetary gain. Internal (self esteem, quality of life etc) Number 6 added. The need to know – Adults need to know why they need to learn something before undertaking to learn it. The learner’s self-concept – Adults have a self-concept of being responsible for their own decisions, for their own lives. Once they have arrived at that self-concept they develop a deep psychological need to be seen by others and treated by others as being capable of self-direction. The role of the learner’s experience – Adults come into educational activity with both a greater volume and a different quality of experience from youths. Readiness to learn – Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situation. Orientation to learning – In contrast to children’s and youths’ subject-centered orientation to learning (at least in school), adults are life-centered (or task-centered or problem-centered) in their orientation to learning. Motivation – While adults are responsive to some external motivators (better jobs, promotions, higher salaries, and the like), the most potent motivators are internal pressures (the desire for increased job satisfaction, self-esteem, quality of life and the like). (Knowles 1990, p57-63) Andragogy is the art and science of helping adults learn: Adults desire and enact a tendency toward self-directedness as they mature Adults’ experiences are a rich resource for learning. They learn more effectively through experimental activities such as problem solving Adults are aware of specific learning needs generated by real life Adults are competency-based learners who wish to apply knowledge to immediate circumstances A climate of mutual respect is most important for learning: trust, support, and caring are essential components. Learning is pleasant and this should be emphasized

Self Directed Learning? Pedagogical based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning.

Group based (small groups). Student directed (teacher encourages, nurtures) Consensus between learner/teacher) Safe /sound environment (correct equipment etc). Needed for successful learning. Group based (small groups). Emphasises hands on task or problem centred learning as the most effective method for teaching adults. (discussion, activities) People learn what they need to know, so that learning programs are organised around life application. (and their own experiences) Harnessing intrinsic motivation. Students want to master a crucial skill and would be more likely master to it if given a hands on opportunity to do so. (real life scenarios with a pay off) As your teacher I want you To get a chance to really do Useful things that no doubt will Endow you with a real skill

Andragogy requires that adult learners play an active role in the implementation and application of their learning needs and the planning of how those needs are satisfied and achieved. “ The andragogical model is a process model, in contrast to the content models employed by most traditional educators.” (Knowles, 1973, p.102) “Pedagogy-andragogy represents a continuum ranging from teacher-directed to student-directed learning and that both approaches are appropriate with children and adults, depending on the situation” . (Merriam, Sharran B.; Caffarella, Rosemary; Baumgartner, Lisa, 2007 p.87).

“learning is natural ‘like breathing’ and that it is an internal process controlled by the learner. People know how to learn, they did it from birth until they went to school. It’s a question of helping them remember how to do it.” (Rogers, 1951) Rogers, Carl (1951). Client-centered therapy: Its current practice, implications and theory.. London

Pedagogy Andragogy Heutagogy Locus of Control Teacher Teacher/Learner Educational Sector Schools Adult Education/training primarily. Also Children (dependant on situation) Doctoral research, distance learning, ICT based learning, independent learning Cognitive Level Cognitive Metacognitive Epistemic Knowledge Production Context Subject Understanding Process negotatiation Creation A Move form dictated learning to independent self directed learning. Suited to working environments and perhaps community scenarios , not suited to HE but never tried, Could be useful in vocational qualifications or work experience scenarios. “Knowles himself changed his position on whether andragogy really applied only to adults and came to believe that "pedagogy-andragogy represents a continuum ranging from teacher-directed to student-directed learning and that both approaches are appropriate with children and adults, depending on the situation “ Merriam, Sharran B.; Caffarella, Rosemary; Baumgartner, Lisa (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco: Jossey-Bass pg 87 Merriam, et al (2007). Learning in Adulthood: A Comprehensive Guide, p. 87