2. Learning objectives
By the end of this session, participants will:
Define andragogy and discuss principles of adult
learning.
Assess learning as a change in behavior or cognitive
process.
Analyse the characteristics of adult learners.
Apply principles of adult learning to training.
3. —Malcolm Knowles
“We will learn no matter what! Learning is as natural as rest or play.
With or without books, inspiring trainers or classrooms, we will
manage to learn. Educators can, however, make a difference in what
people learn and how well they learn it. If we know why we are
learning and if the reason fits our needs as we perceive them, we
will learn quickly and deeply.”
6. Adult LearningPrinciples
Adult Learning
Any L&D professional working with adults must understand the ways in which adults learn best in order to
maximise adult learning. Most of what teachers know about learning, for example, is derived from their work
with, and training for teaching young people. Facilitation of adult learning is very different from teaching or
training.
Adult learning content should thus be focused on facilitatinglearners to explore concepts,
develop their ideas, practiceskills and apply them to the workplace.
7. what is -Andragogy
Adult learners are different. It’s not like
working with children.
Andragogy: The art and science of helping
adults learn. Educating adults involves
understanding adult learning principles.
(Knowles, 1970)
8. Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known
for the use of the term Andragogy as synonymous to adult education. According
to Knowles, andragogy is the art and science of adult learning, thus andragogy
refers to any form of adult learning. (Kearsley, 2010).
The term andragogy can be supposedly equivalent to the term pedagogy.
Andragogy in Greek means man-leading in comparison to pedagogy, which in
Greek means child-leading.
9. Adult LearningPrinciples
Knowles’ Principles
Adults need to be
involved in the planning
and evaluation of their
instruction.
Adult learning is
problem-centered
rather than content-
oriented.
Experience (including
mistakes) provides the
basis for the learning
activities.
Adults are most
interested in learning
subjects that have
immediate relevance
and impact to their
job
10. ● Control over learning.
● High motivation to learn.
● Pragmatic in learning.
● Learning may be a secondary role.
● Resistant to change.
● Adult learners are more diverse.
● Draw on past experiences in learning.
● Learning is often self-initiated.
● Learning is aimed at an immediate goal.
Characteristics of Adult Learners
(Houle-1984,Ball-1996)
11. Adult LearningPrinciples
Design Implications
Adult learning principles must form the core of any design and facilitation approach. The learning principles have an implication
on the constructof the content,methodologyof sessionsand the approachof the facilitator.
Key Adult LearningPrinciples
ImplicationsonProgram Design
13. Adult Learning Principles
Moving to Heutagogy
• Further to Andragogy is the concept of Heutagogy. This is a methodology of self-directed
learning, where the learner decides what will be learned and how.
• In this methodology, L&D provides some content,but the learner decides the path. It may not
be planned or linear.
• With the progress of technology and rise in mobile learning, Heutagogy has become more and
more possible.
14. Pedagogical Andragogical
The learner depends on the
teacher. Their teacher
evaluates progress and
assumes full responsibility for
the teaching materials and
their efficiency.
Learner depends on
themselves. This method
requires self-evaluation and
direction, and the learner
takes responsibility for the
learning process.
The learner comes to the table
with little life experience.
Child-like learning comes with
a blank slate, and the
educator is one of the most
influential figures, as peers
likely have the same lack of
experience.
The learner uses life
experience as a foundation.
Instructors build on existing
knowledge and require an
understanding of diverse
backgrounds. Adults learn
from the instructor, but also
from one another.
Students advance once they
have completed the
necessary steps. Child
learners are told what they
need to do to master a topic in
order to move onto the next
one.
Learning is triggered by any
number of life experiences and
not necessarily led by a
designated instructor.
Learners don’t advance to
another topic, but rather fill
knowledge gaps as where
needed.
What are the differences between
Pedagogy and Andragogy?
15. Learning is prescribed by an
instructor and sequenced in a
way that makes logical sense.
Topics are broken down into
content units.
Learning is prescribed by
oneself. Learners see a
problem or knowledge gap
and organize topics around
life/work solutions.
Learners are motivated
by external sources, such as
parents and teachers. The
topic is marked with a pass or
fail grade.
Learners are motivated
by intrinsic means: self-
esteem, quality of life,
problem-solving, and the quest
for recognition. Topics are
completed by mastery.
16. Advantages of Pedagogy:
More structure and guidance
for learners
Easier to assess progress
Can be more efficient in terms
of time and resources
Advantages of Andragogy:
Allows learners to take control
and be more independent
Focuses on learner’s
experiences and prior
knowledge
Encourages problem-solving
Disadvantages of Pedagogy:
Less opportunity for learner
autonomy
May not be as relevant to some
learners’ experiences
Disadvantages of
Andragogy:
May be too open-ended for
some learners
Can be difficult to assess
progress
In the end, it’s up to you to decide which learning approach is best for your students. Consider the
advantages and disadvantages of each before making a decision
17. CREDITS: This presentation template was
created by Slidesgo, including icons by Flaticon,
and infographics & images by Freepik.
Do you have any questions?
Thanks!
18. References :
• Houle, C. O. (1984). Patterns of learning. Jossey-Bass,
• Ball, C. L. (1996). Demystifying adult literacy for volunteer tutors: A
reference handbook and resource guide. Retrieved from
www.nald.ca/library/learning/demyst/demyst.htm.
• Ahlc-Aon Certified Learning and development professional study
material
• https://www.shrm.org/
Editor's Notes
Malcolm Knowles coined the word andragogy in 1970. Most of us are more familiar with the term pedagogy as the process of helping children learn. Andragogy is the art and science of helping adults learn.
Knowles, Malcolm A. (1970). The modern practice of adult education. New York. Association Press.
Control over learning: Adult learners tend to be self-directed in their lives. To meet this need, training programs should try to include adult learners in the planning of the training program.
High motivation to learn: Since most adult learning is voluntary or optional, adult learners make personal choices to attend training even when such training is tied to professional development of job skills. Trainers do not need to spend a lot of time trying to motivate adult learners but can concentrate on facilitating the learning that adults are already motivated to pursue.
Pragmatic in learning: Adult learners are motivated to learn information that is immediately applicable to their situation and needs. To meet this need, program content must be relevant to the application needs of the learners.
Learning may be a secondary role: For most adult learners, the student role is a minor and/or secondary aspect of their lives. Because of multiple roles, most adults have far less time and energy to read, study or learn. Adult education programs require flexibility and more learning time.
Resistant to change: Learning often involves changes in attitudes or actions. Adults tend to be somewhat resistant to such change and may be comfortable doing things the way they have done them in the past.
Adult learners are more diverse: Adult learners are diverse in terms of age, background, training and experience, much more than traditional age learners. Training programs must allow for a variety of learning styles and use different training methods, allowing more time for interaction between adults to allow learners to network to share perspectives and experiences.
Draw on past experiences in learning: Adult learners tend to link any new learning to their previous experience. They evaluate the validity of new ideas and concepts in light of how the idea or concept “fits” their experience. Trainers should take advantage of adult learner experience and help the adult learner link new ideas to previous learning and encourage discussion on how new ideas fit the experience of learners.
Learning often self-initiated: Adults often recognize a need and will initiate learning on their own without stimulus from outside sources.
Learning aimed at an immediate goal: Adults often engage in learning to solve a problem or to achieve a solution. They are often not interested in the broad picture but instead want specific information from training that they can apply immediately in the workplace.
Sources:
Houle, C. O. (1984). Patterns of learning. Jossey-Bass,
Ball, C. L. (1996). Demystifying adult literacy for volunteer tutors: A reference handbook and resource guide. Retrieved from www.nald.ca/library/learning/demyst/demyst.htm.
