Adult learning 1_m_knowles

Motivation for Adult Learners

Learning Objectives
At the conclusion of this workshop, you will be able to:
Explain the difference between Andragogy and Pedagogy
Identify the characteristics of adult learners
Determine the six factors that serve as a source of motivation for adult learners
Discuss the three critical learning strategies for effective instructors

Malcolm Shepherd Knowles (1913-1997)Father of Adult Learning

Who is Malcolm Knowles?
In 1940, Director of Adult Education at YMCA in Boston which lead to a book entitled Informal Adult Education (1950)
In 1960, accepted a position with Boston University – teachings went from an informal environment to formal, academic environment
Met a Visiting Professor from Yugoslav who introduced Knowles to the term “andragogy” (the art of science of how adults learn)
In 1970, wrote a book entitled The Modern Practice of Adult Education: Andragogy versus Pedagogy.

Pedagogy Andragogy
Dependent on teacher
Experience is of little worth
Subject – centered learning
Postponed application
Teacher diagnoses needs, develops objectives and evaluates students
Increasing self-directiveness
Learners a rich source for learning
Problem-center leaning
Immediacy of application
Mutual self-diagnosis, mutual negotiation and mutual measurement

Characteristics of Adult Learners
Adults need to know why they are learning; how will it affect them?
Adults are autonomous and self-directed
Adults have a lifetime of experience
Adults use a hands-on problem-solving approach to learning
Adults want to apply new knowledge and skills immediately
Adults need to be shown respect

Six Factors Serve as Sources of Motivation for Adult Learning
Develop social relationships
Escape/Stimulation
Social welfare
Personal advancement
External expectations
Cognitive interest

Learning Tips for Effective Instructors
Set a friendly, open atmosphere
Set an appropriate level of concern
Set an appropriate level of difficulty

Implementing Adult Learning Principles into Distance Education
Motivating students and eliminate anxiety by:
Gaining student attention before the actual start date of the course
Addressing students individually and often (i.e.: when they introduce themselves to the group)
Focusing on the desired outcomes at the beginning of each chapter/lesson
Assisting learners by organizing material into logical chunks of information
Providing learning experiences that promotes short-term to long-term learning (provide activities that promote critically thinking skills)
Offering frequent feedback and opportunities for learning reinforcement
Incorporating guided distance learning exercises as practice before beginning to grade material

Final Thought
Tell me and I will forgetShow me and I will rememberInvolve me and I will understandStep back and I will act
(Chinese proverb)

References
Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Learning.16(10). 350-352, 386.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. (2nd ed.). New York: Cambridge Books.
Zemke, R. (2002) A pocket guide to useful learning theories. Training. 39(9). 90-91.

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Adult learning 1_m_knowles

by gonofre on Jul 02, 2011

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