1. Humanistic Pedagogy: Applied Andragogy for eLearning
Luann Drolc Fortune, PhD
Saybrook University October 25, 2016

2. Humanistically Based Pedagogy: Andragogy
Based on assumptions that effective adult learning has specialized needs (Knowles)
Needs further differentiated
At the graduate and professional level
For scholar/researcher-practitioners
For newly emerging & changing fields
Knowles, M. S. (1950). Informal adult education: A guide for administrators, leaders, and teachers. New York, NY: Association Press.
Knowles, M. S. (1973). The adult learner: A neglected species (Revised Edition ed.). Houston, TX: Gulf Publishing Company.
Humanistically Based Pedagogy: Andragogy

3. Andragogy Assumptions
Self-concept: Maturing adults become self-directed human beings
Learner Experience: Adults approach new learning with a reservoir of knowledge & experience 

Readiness to Learn: With maturation, readiness to learn becomes increasingly oriented to the developmental tasks of social roles & responsibilities
Orientation to Learning: shifts from one of subject- centeredness to one of problem centeredness.
Motivation to Learn: Becomes internalized

4. Andragogy Principles: Adult Learners
Need to be involved in the planning of instruction
Learn best when engaged in their learning
Experience and knowledge-base provide best foundation for learning activities
Most interested in relevant content
Effective learning is problem-solving centered

5. Adult learner centeredness
Construct their program plan around individual choices
Need clear learning objectives
Engage with content relevant to their individual needs
Learn better experientially and with immediate applied learning
Pursue multiple opportunities to integrate scholarship to practice
Applied Andragogy
For these participants it was tied to their mid-life stage of generativity (Erickson)
Imperative to create lasting contribution: “Making a difference”
Demonstrated initiative, autonomy, self-reliance, self-knowledge
Embedded in a higher level of standards and cultural accountability as a result of the doctoral process

6. Online Learning Evolution
1. Unidirectional
2. Spiral bidirectional
Online Learning Evolution
3. Dynamic system

7. Full Implications
All adult learning environments could implement some elements of andragogy
Engaged scholar-practitioners elevate fields
Actualizing human potential through education has transformational potential for individuals, society, and the planet
Acquired scholarly sensibilities and skills can benefit outside practice applications
Universities could promote strong mentoring within and beyond PhD programs
Universities could promote mentoring:
Prepare doctoral students for beyond
Offer support for publishing & ongoing networking for professional contributions
Expectations can be proactively managed:
Set expectations about job market and opportunities before graduation
Assist in making meaning for new PhDs