How do adults learn 1
- 1. How do adults learn? Principles of Andragogy from Alexander Kapp to Malcolm Knowles
- 2. 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
- 3. 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
- 4. 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
- 5. 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
- 6. 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
- 7. 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
- 8. 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
- 9. 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
- 10. 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.
- 11. How do adults learn?Principles of Andragogy from Alexander Kapp to Malcolm Knowles