Note: this post was created as an assignment for the course LDT100x Instructional Design and Technology: Learning Theories You can learn more about this course (and the Micro-Master's program it is a part of) here.
In this series, I will introduce core learning theories and discuss their potential applicability in the college or university classroom. I will also provide links throughout if you want to learn more.
How are "adult learners" different? Who even is an "adult learner?"
Photo by Standsome Worklifestyle on Unsplash
In the fourth (and final) installment of what could be called my "Learning Theories 101" series, we are going to cover andragogy, the major theory of adult learning. As with my previous three installments in this series on behavioralism, constructivism, and cognitivism, I will provide an overview of the core components of andragogy, strengths and weaknesses of this approach, and how to apply it in the classroom.
Andragogy: The Basics
The concept of andragogy was popularized by Malcolm Knowles, who used his extensive work in university education to come up with principles that he believed described the core characteristics of adult learners (Kurt, 2020).
According to Knowles, the five core characteristics of adult learners are:
Adult learners are self-directed
Adult learners bring experience and prior knowledge to the learning environment
Adult learners enter the learning experience "ready to learn"
Adult learners desire immediate and practical applicability of what they learn
Adult learners are intrinsically motivated
Overall, Knowles argued that compared to child learners, adult learners are more capable of independent, autonomous, and self-directed learning. As such, the role of the teacher or professor would naturally move from the center of the learning experience and transmitter of all needed information to more of a guide, facilitator, and academic coach assisting with a more independent learning process. Adult learners are prepared to learn, but desire to know why they are learning what they are learning in the classroom (or workshop or training) and how what they learn is applicable in their career or job roles. Finally, adult learners tend to be more internally motivated to learn; thus, they are more interested in solving "real world" problems and applying what they have learned compared to younger learners (Pappas, 2017).
You might be asking,
"Who counts as an adult? Are all college students over the age of 18 the 'adult learners' Knowles is talking about?"
While anyone over the age of 18 is technically an "adult" (at least in the United States), most scholars discussing andragogy and adult learning are referring to students who are outside of the "traditional aged" college student (18-24), and referring to those who have returned to education after a period in the workforce or are undertaking education as a part of career-related professional development (Johnson, 2017).
Given the somewhat murky nature of the term "adult" in the learning context, this is perhaps a good time to transition into talking about strengths and weaknesses of this particular approach.
Strengths and Weaknesses of Andragogy
One of the main criticisms of Knowles' approach to adult learning is that it is not really a theory of learning; rather, it is a set of principles that could guide a "good classroom" for adult learners. Setting aside debates over whether andragogy is really a theory, and if that really matters one way or another, let's briefly detail some potential strengths and weaknesses of this approach.
Strengths:
Applying principles of andgragogy encourages autonomy and self-direction in learners. For instructors and instructional designers interested in constructivist and social constructivist approaches, andragogical principles of encouraging learner self-direction and collaboration between students dovetail quite nicely.
By focusing on experiential learning and problem-solving, educators not only help students to cultivate skills and knowledge transfer outside of the classroom, but also make it clear to learners the practical applicability of what they are learning.
By recognizing and valuing the knowledge and experience adult learners bring to the classroom, instructors are able to scaffold this information and help adult learners integrate new cognitive schemas more effectively.
Weaknesses:
A "pure" andragogical approach would include little course structure and instructor oversight, which could be very challenging for learners (including adult learners) who are experiencing academic difficulty.
Adult learning approaches acknowledge that adult learners may take more time to incorporate new information (especially if it contradicts their existing worldview), but this could potentially be a significant barrier to student success, particularly if the learner is being asked to be more self-directed and autonomous (see bullet point #1).
Finally, a strong application of the principles of adult learning may actually be helping to nurture the potential for self-direction and autonomy in adult learners, as opposed to Knowles' assumption that adult learners will enter the educational space with these skills and orientations already cultivated (Johnson, 2017).
Applying the Principles of Andragogy
Now that you have a basic understanding of the principles of andragogy and insight to the potential strengths and weaknesses of this approach, let's apply these ideas to creating courses that will best serve adult learners by thinking through a couple of examples.
Course Design:
Because adult learners desire autonomy and want to see their existing skills and experience recognized and valued in the learning environment, faculty and instructional designers should incorporate varied learning strategies into the course design that allow for learners to have control over the learning process with less direct instructor intervention. Additionally, adult learners desire opportunities for growth and interaction, as opposed to traditional lecture-based learning (Kurt, 2020; Pappas 2017).
So, what might this look like in practice? Here are some possible examples:
Building in flexibility into the course design, such as having a period of time in which students can complete assessments in an online course (as opposed to one set time for completion);
Providing options for students to choose different types of assessments based on their interests or learning styles;
Incorporating opportunities for learners to share their own experiences with the instructor and with each other through synchronous, collaborative activities (such as group projects or group discussions).
Assessments:
When it comes to assessments and course activities, adult learners want to know how what they are learning will be applicable to their career and job goals. Thus, it is important for faculty to explain to students why they are doing certain tasks, what skills and objectives these tasks will accomplish, and how they are relevant inside and outside of the classroom or learning environment. Additionally, as discussed throughout this post, adult learners desire a degree of autonomy and independence in the learning process (Pappas, 2017).
Thus, faculty and course designers should incorporate authentic, problem-based activities and assessments that not only allow adult learners to showcase their prior knowledge, but clearly connect to skills and information that they will need to be successful in their career pathways and/or current job role. There are many different ways to implement these principles, including:
Allowing students to choose their topics for study for a course project (as opposed to faculty assigned paper or research topics).
Building collaboration into the classroom by having students work with peers on assessments.
Providing multiple avenues for course project submission (for example: accepting a project as a paper, instructional video, podcast, e-book or pamphlet, or presentation), which allows adult learners to cultivate and develop skills they feel are most relevant to their current role and/or future career goals
Doing project-based learning, case studies, or other applied learning activities where adult learners can express the skills in varied ways and apply what they have learned to problems and issues that they will acquire in the workforce.
A Mini-Rant on the Misapplication of Adult Learning Theory
A final note, while the principles of andragogy offer insight into providing quality educational experiences for adult learners and, arguably, a pathway to cultivate these skills in emerging adult learners (those ~18-24), some of the principles have been (in my view) misapplied. Many critiques of higher education- especially of the Humanities and Social Sciences- involve the assumption that these are not "real world" skills and do not help adult learners (and others) in their future career paths. This has been used as a justification for cutting spending in higher education, gutting programs in certain departments and divisions, and a general tendency to deride the usefulness of certain courses and degrees.
While there is something to be said for having applicable, tangible results from a degree (especially one that students pay so much for!), there is more to career success than job-specific skills. You can read more here.
Job skills can be taught, and anyone who has started a new position knows that even if you have certain skills, there is a definite learning curve in a new role or at a new employer. What higher education (especially my fellow folks in the Humanities and Social Sciences) can offer is tools for how to think critically, solve problems, and express themselves orally and in writing- all of which are important skills that translate to many different career paths. I worry that an over-emphasis on one-to-one translation between college/university coursework and employment opportunities/skills would create people who can do what they are told, but cannot think, cannot solve problems, do not know what to do when something goes wrong.
We want learners to leave higher education with certain skills and to translate their hard work into a rewarding career that pays the bills (and then some!), but higher education is about more than skills, it is about personal growth, about being exposed to new perspectives, and pushing yourself beyond what is comfortable. In other words- long live the arts and sciences!
OK, mini-rant over. Hopefully this post provided insight into the principles of adult learning theory and how you can use them to create quality learning experiences.
Sources:
Johnson, S.M. (2017). Teaching adult undergraduate students. https://cft.vanderbilt.edu/guides-sub-pages/teaching-adult-undergraduate-students/#res.
Kurt, S. (2020). Andragogy theory- Malcolm Knowles. Educational Technology. https://educationaltechnology.net/andragogy-theory-malcolm-knowles/.
Pappas, C. (2017). The adult learning theory - Andragogy- of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles.
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