Core Principles of Andragogy Prepared by 14-6-2014

Learning A relatively permanent change in human capabilities that is not a result of growth processes. Noe, 2008

Learner is one who returns to study, on a full-time or part-time basis after a period of time spent in other pursuits. Control over learning: Adult learners tend to be self-directed in their lives. To meet this need, training programs should try to include adult learners in the planning of the training program. High motivation to learn: Since most adult learning is voluntary or optional, adult learners make personal choices to attend training even when such training is tied to professional development of job skills. Trainers do not need to spend a lot of time trying to motivate adult learners but can concentrate on facilitating the learning that adults are already motivated to pursue. Pragmatic in learning: Adult learners are motivated to learn information that is immediately applicable to their situation and needs. To meet this need, program content must be relevant to the application needs of the learners. Learning may be a secondary role: For most adult learners, the student role is a minor and/or secondary aspect of their lives. Because of multiple roles, most adults have far less time and energy to read, study or learn. Adult education programs require flexibility and more learning time. Resistant to change: Learning often involves changes in attitudes or actions. Adults tend to be somewhat resistant to such change and may be comfortable doing things the way they have done them in the past. Adult learners are more diverse: Adult learners are diverse in terms of age, background, training and experience, much more than traditional age learners. Training programs must allow for a variety of learning styles and use different training methods, allowing more time for interaction between adults to allow learners to network to share perspectives and experiences. Draw on past experiences in learning: Adult learners tend to link any new learning to their previous experience. They evaluate the validity of new ideas and concepts in light of how the idea or concept “fits” their experience. Trainers should take advantage of adult learner experience and help the adult learner link new ideas to previous learning and encourage discussion on how new ideas fit the experience of learners. Learning often self-initiated: Adults often recognize a need and will initiate learning on their own without stimulus from outside sources. Learning aimed at an immediate goal: Adults often engage in learning to solve a problem or to achieve a solution. They are often not interested in the broad picture but instead want specific information from training that they can apply immediately in the workplace. Sources: Houle, C. O. (1984). Patterns of learning. Jossey-Bass, Ball, C. L. (1996). Demystifying adult literacy for volunteer tutors: A reference handbook and resource guide. Retrieved from www.nald.ca/library/learning/demyst/demyst.htm.

Adult learners are different. It’s not like working with children.

Andragogy The art and science of helping adults learn. Educating adults involves understanding adult learning principles. Knowles, 1970 Malcolm Knowles coined the word andragogy in 1970. Most of us are more familiar with the term pedagogy as the process of helping children learn. Andragogy is the art and science of helping adults learn. Knowles, Malcolm A. (1970). The modern practice of adult education. New York. Association Press.

Adult learning theory The andragogy model is based on several assumptions: Adults have the need to know why they are learning something. Adults have a need to be self-directed. Adults bring more work-related experience into the learning situation. Adults enter into a learning experience with a problem-centered approach to learning. Adults are motivated to learn by both extrinsic and intrinsic motivators. Noe (2008) pg. 133 It is especially important to consider principles of adult learning when developing training programs. A common theme of successful adult training is that of mutuality, in which both the trainer and the learner are involved in creating a learning experience and making sure that learning occurs.

Learning Cycle The learning cycle is a dynamic process that involves four specific stages: Concrete experience. Reflective observation. Abstract conceptualization. Active experimentation. The key to effective learning is to be competent in each of the four stages.

Learning Styles Diverger Assimilator Converger Accommodator Concrete experience: The learner first encounters an experience. Reflective observation: The learner thinks about the experience and the problem. Abstract conceptualization: The learner thinks about different ways to solve the problem. Active experimentation: The learner implements the ideas about how to solve the problem. Think about a child learning to ride a bicycle. The child jumps on the new bicycle, takes off and probably falls over. Ouch! That’s a concrete experience (or maybe an experience with concrete!) It’s likely he thinks about the fall (reflective observation) and doesn’t want to do that again, so he must think of another way to solve the problem. He may think he never wants to ride again (abstract conceptualization). That’s one way to solve the problem, but when all his friends are riding, he knows it’s not a very good solution. He needs to come up with some other ideas for riding safely, getting in more practice and less pain! Maybe Mom or Dad could hold on to the back of his shirt while he practices or maybe he can try riding at various speeds. Eventually, with enough practice (active experimentation), he gets the hang of it and rides off with his friends! Learning has occurred! There are a number of good web sites for information on Kolb’s learning styles. Students may want to go online and take a learning style inventory to discover their individual learning style.

Learning process Learning occurs through both mental and physical processes: Expectancy Perception Working storage Semantic encoding Rehearsal Organization Elaboration Retrieval

Social learning theory People learn by observing other people (models) they think are knowledgeable and credible. The model’s behavior is adopted. Self-efficacy: The individual must believe he or she iscapable of learning. Four processes in learning: Attention. Retention. Motor reproduction. Motivation. Social learning assumes that individuals learn by observing the behavior of others. When we see good behavior being rewarded in other people, we are likely to repeat the others’ behavior. If we see others being punished for poor behavior, we are unlikely to adopt those negative behaviors. The model sets the learning example for the observers. Individuals’ learning is also influenced by their self-efficacy, their own perception of their ability to learn. If an individual doesn’t believe he or she is capable of learning, he or she probably won’t learn; but if the learner believes he or she is capable of learning, the learner will likely put forth the necessary effort and persist in learning even when learning conditions are less than ideal. Processes necessary for learning to occur: Attention:The learner must be aware of the important aspects of the model’s behavior to know what behaviors he or she is supposed to be observing. Retention: The learner must remember the observed behaviors. Motor reproduction: The learner will try the observed behavior to determine if he or she receives the same reinforcement received by the model. Motivation: The learners is more motivated to engage in the model behavior if he or she sees that the behavior is positively reinforced.

Goal theories Goal-setting theory: Behavior results from a person’s intentional goals and objectives Goal orientation: Learning orientation. Performance orientation. Goal-setting theory assumes that learning can be improved by providing trainees with specific challenging goals and objectives. It is important to remember that goals have been shown to lead to high performance only when the individuals involved are committed to the goals. In goal orientation, those learners with a learning orientation believe that training success occurs when improvement and progress are made in performance. They accept that mistakes will be made and consider errors and mistakes to be part of the learning process. As long as progress is being made, the learner is on the right track. For those with a performance orientation, the learner focus is on task performance and how that performance compares to others. They see success as high performance only and find errors and mistakes to be unacceptable. Learners with a high learning orientation learn for the sake of learning, while those with a performance orientation focus on performing well with less effort put on learning itself.

Need theories A need is a deficiency that a person experiences at a certain time. A need motivates a person to behave in a way that satisfies the deficiency. Need theory suggests that trainers should identify the trainee needs and communicate to them how the training will satisfy that need.

Information processing theory Information is taken in by the brain. Information undergoes transformation. Information is encoded into short-term or long-term memory. Information is stored and available for later retrieval and use. Feedback from the environment. Information processing theory assumes that learning occurs in the brain as a result of stimulus. The information is encoded, stored and later made available to use for various purposes. The final link in the model is feedback from the environment, which gives the learner an evaluation of the information.

References Fung, H. H, Carstensen, L.L. & Lutz, A.M. (1999). Influence on social preferences Implications for life-span development. Psychology and Aging, 14 (4), 595-604 Knowles, M. S. (1970). The modern practice of adult education: From pedagogy to andragogy. New York; Cambridge Books

Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Tompkins, S. S. (1970). Affect as the primary motivational systems. In M.B. Arnold (Ed.), Feelings and emotions, (pp.101-110). New York; Academic Press

THANK YOU