Andragogy is a learning theory that focuses on the “self-directedness” of adults (Loeng 4). The theory, which was developed by Malcolm Knowles, emphasizes adult education and is based on the notion that learners do not need the continuous instruction that conventional students require (Loeng 4). The theory asserts that there are six factors that need to be taken into account and addressed in formal learning. The assumptions include letting students realize why something is vital to learn, demonstrating to learners how to manage themselves through information, linking the subject to students’ experiences, and that an individual will not learn until he or she is ready and motivated (Usman 59). As much as the theory relates more to adults, Knowles acknowledges that it equally applies to children (Usman 59). However, the difference is that youngsters have fewer involvements and pre-established principles compared to adults and, therefore, have less to relate (Usman 59).
Clearly, there are dissimilarities between andragogy and pedagogy. While in andragogy the learner is self-directed and in charge of his or her own education, pedagogy emphasizes that the student is dependent on the teacher for all learning, who is also in control of what is communicated and the method of learning (Usman 59). Additionally, in andragogy, the learner comes with greater bulk and quality of knowledge, which could be used as a resource for learning (Loeng 4). On the contrary, pedagogy recognizes that learners have little experience that could be used as a learning resource. Also, in pedagogy, students are told what they have to learn if they are to advance to the next level of competence. However, that is not the case in andragogy where any change is likely to activate willingness to learn (Usman 59). Finally, andragogy emphasizes that learning is primarily motivated by internal needs such as self-esteem, and recognition while pedagogy assumes that the primary motivators are external pressures, for instance, competition for grades (Loeng 4).
How Three of Knowles’ Assumptions Affects Me as an Adult Learner in a College Classroom
As an adult student in a college classroom, Knowles’ assumptions affect me in various ways. First, the assumption that the learner is self-directed and responsible for his or her own education has an influence on my relationship with the instructor. For example, while I am in the classroom, I may also assume a position of duty as some of the lecturers. In most cases, I would consider the classroom facilitator as only a member of the learning group, that is, he teaches and also learns. In other words, my relationship with an instructor in the classroom is only that of mutual respect.
Second, the assumption that adult learners apply lessons to solve problems immediately has an effect on my application of learning while in the classroom. For example, as a student, when an instructor teaches me how to use some recent agricultural technique of farming, I will want to put it into trial almost instantly. Finally, Knowles’ assumption that learning is primarily motivated by internal needs makes a college classroom totally different from that of children, more so when it comes to the syllabus and evaluation (Usman 59). For example, as much as the facilitator might formulate his or her own course outline, it must be in line with what I want as a learner. At the same time, it has shifted the focus of learning towards solving real-life problems, as it is not directed towards passing the end of semester examinations.
Knowles’ Assumptions about Adult Learning and How They Relate To Adult Education
Andragogy theory outline that adults are self-directed students, grownups bring with them a bulk of experience to the learning environment, adults go in instructive setting ready to learn (Usman 60). Other assumptions are that adults are problem-centered in their education, they have an internal motivation to learn, and mature students like to be respected (Usman 60). The theory is a complex approach to adult learning. It is the art of teaching mature people how to learn, an aspect that recognizes and relates the idea of self-concept with adult students tactic to learning with maturity. As such, it comes an individual predisposition to become a more self-governing and self-directed person in a realm of learning (Muduli et al. 170). In andragogy, adults respond to an adapted type of coaching that demonstrates or requires mature learners to take responsibility for their education process (Usman 60). Therefore, instructors need to structure their approaches to create an educational setting in which grownup students can set goals and evaluate their progress.
Additionally, based on Knowles’ assumptions, learners associate new knowledge to their extensive variety of experience (Muduli et al. 170). A bulk of the experience, in this case, is mainly associated with mature people, and they serve as a valuable learning resource. Also, in andragogy, learners demonstrate readiness to learn, an aspect that is attributed to adults’ desire to solve personal or social problems and to develop further in all respects with internal motivation (Muduli et al. 170). Therefore, it is a method adapted for adult education. Furthermore, according to Usman (2016, p.60), the concept is founded on the understanding that the utmost need of adults is to be seen as mature people with noticeable respect. The assumptions recognize the fact that an adult student brings into the classroom opinions, which might differ from those of the instructor, unlike children who go to school to learn what the school is teaching (Usman 60).
Works Cited
Loeng, Svein. "Various ways of understanding the concept of andragogy." Cogent Education, vol. 5, no. 1, 2018, pp. 1-15, doi.org/10.1080/2331186X.2018.1496643.
Muduli, Ashutosh, et al. "Pedagogy or andragogy? Views of Indian postgraduate business students." IIMB Management Review, vol. 30, no. 2, 2018, pp. 168-178, doi.org/10.1016/j.iimb.2018.01.008.
Usman, Y. H. "Differences between Pedagogical and Andragogical Methods of Teaching and the Preference of Andragogy for the Teaching of Adults." International Journal of African and Asian Studies , vol. 6, 2015, pp. 58-62, www.iiste.org.
