MicroMasters® Program in Instructional Design and Technology
University of Maryland Global Campus (UMGC)
ANDRAGOGY
Andragogy is the theory of adult learning (as opposed to Pedagogy).
German educator Alexander Kapp (1799-1869) first used the term “andragogical” (1833).
Eduard Lindeman (1985-1954), an American educator, used the term in his book in 1926.
Later, American educator Malcom Knowles (1913-1997) made Andragogy popular (1968).
Please click on the following “Infographic” button to open the infographic that presents an overview of the adult learning theory Andragogy, the five assumptions of adult learners, and its four important principles as a learning theory.
STRENGTHS OF ANDRAGOGY
Like any learning theory, there are strengths and limitations of Andragogy. The strengths associated with the theory are highlighted underneath.
Self-discovery – The adult learner is encouraged to identify what they are curious to learn and explore, this is not limited to the learning topic only but it goes beyond the topic in their journey of learning.
Experiential learning – Experiential learning is the key focus that allows the learner to build on their past experiences on the subject matter.
Problem-solving mindset – Learning is directed toward solving the problem at hand by being a solution-centric approach, not just content-centric.
Task-relevance – The relevance of the learning content to a particular context or a task makes a learner intrinsically motivated to complete it (Hare, 2018).
LIMITATIONS OF ANDRAGOGY
The limitations of the Andragogy theory are provided below.
Formal against informal education – Andragogy establishes formal and informal learning as distinct from one another. But in reality, it is tough to isolate them as they are closely linked and both are important in adult learning.
Self-directed learning – As much self-direction is viewed as a strength, it can also be detrimental when the learner cannot keep up and loses motivation or interest to continue the learning if the content is no longer relevant to their situation (Hare, 2018).
Learning in isolation – Self-directed learning does not have to be in isolation which may affect the motivation of the learner. Adult learning with face-to-face, one-to-one access to an expert gives a better outcome (Roueche, 2007).
IMPLICATIONS OF ANDRAGOGY IN INSTRUCTIONAL DESIGN
The implications of the Andragogy learning theory in instructional design are discussed below.
Adult learners are less interested and engaged in the survey courses. They tend to prefer single concept or single-theory courses that focus heavily on the application of the concept to relevant problems (Roueche, 2007).
Knowles discusses five assumptions about the characteristics of adult learners (Andragogy) to be self-concept, adult learner experience, readiness to learn, orientation to learning, and motivation to learn (Cochran & Brown, n.d.). Adult learners need to be given clear and valid reasons about why they are doing any activity or learning anything to engage in it fully.
It is important that the adult learner have direct input in what and how they learn, as well as how they are evaluated. Learners take an active self-directed role in the entire learning process, and they prefer doing task-related activities rather than memorizing concepts.
In instructional design for adult learners, the social element is important. The adult learner needs to be connected and should be able to collaborate as they are motivated by social benefits. Social media and online collaboration tools can tie learning to social development (Pappas, 2014).
Programs for adult learners need to be designed with an openness to accept viewpoints from people in different life stages and with different value sets (Roueche, 2007).
Autonomy and self-direction are important aspects of consideration while dealing with adult learners. Limited guidance can be provided after an adult learner faces obstacles while navigating independently.
Adult learners need to be encouraged to discover knowledge through their own investigation backed by their relevant experience and trial & error driven by curiosity.
Instructional designers need to emphasize the real-life problem-solving aspect of the lessons designed for adult learners keeping in mind problem-centeredness, not concept-centeredness (eLearning Infographics, 2019).
