This presentation covers the major principles of Andragogy as outlined by Malcolm Knowles and ideas and best practices for incorporating these principles in an eLearning environment.
1. Reaching Out to Adult
Learners:
Incorporating the Principles of
Andragogy to eLearning
Presenter: Erica Ross
Criminal Justice Instructor and Public Services
Department Chair
Cleveland Community College
2. Session Objectives
• Define Andragogy
• Understand the core principles of
Andragogy
• Apply the principles of Andragogy
to an eLearning environment
3. Why do we care??
• Expected 20% increase in students age
25 and older by 2023
• Average community college student is 29
• Hybrid and online courses are becoming
the norm and not the exception
(American Association of Community Colleges)
4. Online Learning
“Online learning is focused not only on the online
contexts, but also includes a full range of computer-
based learning platforms and delivery methods, genres,
formats and media such as multimedia, educational
programming, simulations, games and the use of new
media on fixed and mobile platforms across all
discipline areas.” (Keengwe & Kidd, 2010, p. 534)
5. Andragogy Defined
“the art and science of helping
adults learn in contrast to
pedagogy as the art and science
of teaching children”
(Knowles, 1990 p. 43).
6. Simply put…
• Adults learn differently than children
• They bring much more to the learning environment
than children
• They have different expectations for learning
• The barriers can be different for adult learners
7. The Principles of Andragogy
1. The need to know: Why, What, and How learning occurs
2. The learners’ self- concept: Autonomous and Self-
directed
3. The role of the learners’ experiences: Resources and
Mental model
4. Readiness to learn: Life- related and Developmental task
5. Orientation to learning: Problem- centered and Contextual
6. Motivation: Intrinsic value and Personal payoff
(Knowles, 1990)
8. Additional Principles
7. Goals and purposes for learning
8. Individual & and situational
differences
(Knowles, Holton, & Swanson, 2012)
9. Soooo…
How do we apply these principles
in an eLearning environment???
10. Learner Centered vs. Teacher Centered
Andragogy vs. Pedagogy
Create a learner- centered course
12. They Need to Know
• A learner- centered course:
• Clearly expresses this early in the course through
orientations
• Includes Orientations that outline the relevance and
purpose of the course content
• Includes clear objectives
• Assignments and tasks directly apply to objectives
• Quality Matters!!!
13. Self- Concept
• Allow students to explore various methods of learning
• Sometimes minimal instruction allows the adult learner to
explore on their own
• Projects
• Individualized study (internships, fieldtrips)
• Simulations
• Scenarios
• The use of games
14. Learner’s Experience
• Adult learners come from diverse backgrounds
• Design courses to appeal to various backgrounds
• Become familiar with students early to identify barriers
• Utilize various delivery methods
• Textbook
• PowerPoints
• Lecture notes
• Video and/or audio recordings
• Websites
• Web 2.0 tools
15. Readiness to Learn
• Incorporate social media or
opportunities for networking in group
settings
• Collaborate
• LinkedIn
• Google Plus
16. Orientation to Learning
• Create context centered assignments
• Adults need to know the information can be applied
for immediate use
• Use real world examples
• Scenarios
• Encourage students to provide examples
17. Motivation to Learn
• Provide valid reasons for every task
• Don’t engage in busy work
• Provide consistent feedback
• Seek feedback from students
• Adult learners need to know they are involved in the
process of learning
18. What 3 things have you
learned that you can take
back and apply to your
Hybrid and Online courses?
20. 1. Provide opportunities for interaction
2. Provide various methods of assessment
• Traditional tests
• Research or Application Papers
• Projects
• Discussions
• Activities outside the traditional learning environment
3. Provide consistent feedback
4. Seek feedback from students prior to course evaluations
Best Practices for Adult Learners
21. Basic Tips for the Adult Learner in
an eLearning Environment
• Create a learner- centered course
• Include clear objectives
• Utilize various delivery methods
• Include opportunities for self- exploration
• Use multiple methods of assessment
• Link all activities to real- world, contextual objectives
• Provide opportunities for collaboration
24. References
American Association of Community Colleges. Retrieved from
www.aacc.nche.edu
Keengwe, J. & Kidd, T. T. (2010). Towards Best Practices in Online
Learning and Teaching in Higher Education. MERLOT Journal
of Online Learning and Teaching. 6(2): 533- 541.
Knowles, M. (1990). The adult learner: A neglected species, 4th ed.
Houston, TX: Gulf Publishing Co.
Knowles, M.S., Holton, E.F., & Swanson, R.A. (2012). The adult
learner: The definitive classic in adult education and human
resource development. New York, New York: Routledge
Editor's Notes
The need to know: Adults need to know why they need to learn something before undertaking to learn it.
The learners’ self- concept: Adults have a self- concept of being responsible for their own decisions, for their own lives.
The role of the learners’ experiences: Adults come into an educational activity with both a greater volume and a different quality of experience from youth.
Readiness to learn: Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real- life situations.
Orientation to learning: In contrast to children’s and youths’ subject- centered orientation to learning (at least in school), adults are life- centered (or task- centered or problem- centered) in their orientation to learning.
Motivation: While adults are responsive to some external motivators (better jobs, promotions, higher salaries, and the like), the most potent motivators are internal
Adults may be more ready to engage in learning if they feel it will help develop other skills
Just as students learn differently; they also express themselves differently; instructors should design methods of assessment that allow students to opportunity to display learning in the way that is most comfortable to them. While this cannot be done with every assignment, the course as a whole should incorporate various methods to allow equal opportunity for all students to excel.
Seeking feedback within the course allows the instructor to adjust and make changes within the current semester and have an impact on students currently in the course. This also gives students a feeling of ownership in the course and with their learning. Try to incorporate suggestions that are feasible and acknowledge any feedback whether positive or negative.