Andragogy
Rohan Webb
Boise State Univrsity
Emergent technologies are rapidly advancing online education, however, little is known about the influence andragogy has had on course design. Andragogy is the theory of method, principles, and practices unique to adult learning, according to its creator, Malcolm Knowles (1990). Knowles developed the theory because he believed there were notable differences between adult learners and younger learners (Knowles, 1990). The theory’s effects however, have implications beyond adult learning and extend to how some online courses are designed in general. Some of the principles of andragogy are controversial resulting in challenges to its authenticity as a theory (Cercone, 2008). The following overview of the major principles of the theory, and a synopsis of the relationship between andragogy and constructivism, present a unique view of the genesis of some instructional design considerations in contemporary online education.
Andragogy, at its inception, changed the approach to adult learning by focusing on what the learners were interested in learning as opposed to what educators prescribed for them to learn (Blondy, 2007, p. 116). Knowles supported this type of change because he recognized the motives for adults learning were fundamentally different from younger learners (Knowles, 1990). Cercone (2008) contends Knowles made several assumptions based on his theory of adult learning namely: (a) adult learners are goal oriented, independent, self-directed, and therefore are more apt to take control of their learning; (b) this demographic brings experience to the learning environment which is an invaluable resource, in stark contrast to younger learners whose experiences are limited; (c) adult learners are willing to engage themselves in the processes of learning, generally know what they want to learn, and would benefit from curricula organized to include their own goals; (d) the learning needs of adults are more direct and require a greater sense of immediacy, adult needs are more focused on problem solving as opposed to being content driven; and (e) adults are self-motivated.
However, critics have highlighted the lack of empirical evidence to support Knowles’ andragogical assumptions and have challenged the theory’s authenticity by debunking some of its claims (Blondy, 2007, p. 116). Constructivist beliefs of building and creating meaning and knowledge, however, generally support the principles of andragogy.
Developing knowledge through experience is a primary notion in constructivism. Andragogy demonstrates this precept throughout its many tenants by making distinct the significance of using the experiences of adult learners to facilitate their education (Knowles, 1990). The online educator’s role as facilitator in “constructivist theory is to encourage learners to discover principles of knowledge on their own and then help translate information into content that learners can understand,” (Blondy, 2007, p. 117) and develop. Equally important is the value constructivism places on the role of the online educator in encouraging a less didactic and more participatory culture of student engagement.
Constructivist elements are a central feature of andragogy and are consistent with effective online course design. For example, learner-centered approaches such as sharing views in a forum become invaluable tools in which students’ experiences are a platform for learning as well as developing new knowledge (Blondy, 2007). Other illustrations of andragogy’s influence on course design include the practice of making available adequate resources for learners to be engaged on their own terms. These and many other applications of andragogical principles influence online education from course design to software development and beyond. Therefore, as the use of the Internet creates new paradigms in learning by attempting to overcome the challenges of physical distance, facilitating andragogical principles such as self-motivation, experience, and engagement, will become more critical to the success of online courses.
References
Blondy, L. C. (2007). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of Interactive Online Learning, 6(2), 116–130.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159.
Knowles, M. S. (1990). The Adult Learner: A Neglected Species (4th ed.). Houston, TX: Gulf Publishing Co.