Slide 1 Introduction Welcome to Methods of Teaching in Adult Education. In this lesson, we will discuss Andragogy in Practice.
Next slide. Slide 2 Topics The following topics will be covered in this lesson:
Expanding the usefulness of the andragogical model;
An individual-transactional framework, a dynamic view of andragogy;
Integrated system or flexible assumptions;
The andragogy in practice model;
Applying the andragogy in practice framework; and
Case examples.
Next slide. Slide 3 Expanding the usefulness of the andragogical model There is no consensus on the number and content of the core assumptions of andragogy. Knowles added two more assumptions to his original andragogical model which initially had four assumptions. However, many authors still stick to the original four assumptions.
The current andragogical model as cited in Knowles 1989, 1990, and 1998 has six assumptions:
Need to know; Learner self-concept; Learners experience; Readiness to learn; Orientation to learning; and Motivation to learn.
The model cited in Knowles 1984 had all five of the principles and did not have the motivation to learn assumptions. The models cited in Knowles 1978, 1980, and 1984, did not have the need to know assumption. Furthermore, the 1978, 1980 models did not have the motivation to learn assumption.
Next slide. Slide 4 An individual-transactional framework Andragogy has faced criticisms from a number of quarters. Most of these criticisms have come from the theorists who operate from a critical philosophical perspective. Here are some of those criticisms:
Andragogy focuses solely on the individual and not on the relationship of adult education to society. It is not clear whether andragogy can serve as the foundation for a unifying theory of adult education. Andragogy does not adopt a critical paradigm of adult learning.
Knowles argues that the andragogy does not have to embrace outcomes of social change and critical theory. Others have argued that andragogy has its roots in humanistic and pragmatist philosophy. The philosophies of pragmatism, behaviorism, humanism, and constructivism focus most of their assumptions on two dimensions, the learner and the learning transaction. Critical theory is concerned with outcomes of learning-social change.
Andragogy is a transactional model of adult learning that is designed to go beyond specific applications and situations. Adult education is one of the many fields of application in which adult learning occurs. Andragogy does not prohibit combining it with other theories that speak to the goals and purposes of education. Andragogy can be embedded within many sets of goals and purposes, each of which may affect the learning process differently. For example, one can use the andragogical approach to adult learning for the purpose of social change, while others may use the andragogical approach in adult learning for the purpose of performance improvement in an organization.
Next slide. Slide 5 A Dynamic View of Andragogy The fact that andragogy does not speak to all possible goals and purposes of learning should not be seen as a weakness, but as a strength because andragogy can transcend arenas of application. The criticism may actually make the andragogy model more adaptable. The criticism about andragogy is confounded by conflicting philosophical views about adult education. Most of the criticisms have come from only one philosophical perspective, it is possible that andragogy may be more appropriate when viewed from a different perspective.
There are a number of theories that are neutral to goals and purposes. What is important in any theory building effort is to define the boundaries of the theories. According to Dubin, it appears most of the criticisms have come from attempts to make andragogy become more than what it was intended to be. Such attempts violated the boundaries of the theory, and that resulted in confusion.
Knowles defines an adult educator as one who has a responsibility for helping adults to learn. There are three meanings of the term adult education:
Adult education is a process of adult learning; Adult education is an organized set of activities to accomplish a set of educational objectives; and Adult education is a combination of the two into a movement or field of social practice.
Next slide. Slide 6 Integrated System or Flexible Assumptions Knowles presented andragogy an integrated set of assumptions. However, it has emerged over the years that there is potential for more flexible application of andragogy. Knowles has argued that his assumptions should be viewed as flexible and therefore can be altered depending on the situation.
In his own words Knowles made the following assertions:
The andragogical model is a system of elements that can be adopted or adapted in whole or in part. The essential part of andragogy is its flexibility; and The appropriate starting point and strategies for applying the andragogical model depend on the situation.
Knowles advises that educators have the responsibility of checking out the assumptions which are realistic to the given situation. However, Knowles never outlined a systematic framework of factors that should be considered when determining which assumptions are realistic in order to adapt andragogy to the situation. Some people have argued that andragogy seems to claim to fit all situations.
There are some people who have proposed other models they feel can account for the variations in adult learning. Pratt proposed a model in which he recognized that most learning experiences are highly situational and that a learner may exhibit very different behaviors in different learning situations. There are two core dimensions of this model, direction and support.
Next slide. Slide 7 The Andragogy in Practice Model Androgogy in practice model is an improved conceptual framework that can apply andragogy across multiple domains of adult learning practice.
There are three dimensions of Andragogy in practice:
Goals and purposes for learning; Individual and situation differences; and Andragogy: core learning principles.
The model offers a three dimensional process for understanding adult learning. It recognizes the lack of homogeneity among learners and learning situations and indicates that learning business is a complex activity.
The outer layers of the model are referred to as developmental outcomes. The goals and purposes of adult learning serve to shape and mode the learning experience. The goals of adult learning can be classified into three categories namely individual, institutional, or societal. Knowles used these to describe the mission of adult education but did not link them directly to andragogical assumptions. This three-category typology can be seen as incorporating all the categories found in other major typologies of purposes of adult learning.
The fact that many researchers have attempted to create typologies for adult learning outcomes reinforces the fact that goals and purposes are conceptually separate from the core andragogical assumptions. These should always be analyzed alongside the core principles as they may influence how the core principles fit a given situation. Andragogy focuses on the learning transaction as opposed to the overall goal for which a program is offered.
Because of its focus on the individual learner, andragogy may best fit with individual development goals.
Adult learning is equally powerful in developing better institutions and as well as individuals.
Friere contended that the aim of education is to help participants put knowledge into practice. And believed that the outcome of education is societal transformation.
Next slide. Slide 8 The Andragogy in Practice Model continued Individual and situational differences are located in the middle ring of the Andragogy in practice model. There are three variables associated with individual and situational differences. These are subject matter differences, situational differences, and individual differences.
Different subject matter may require different learning strategies. Not all subject matter can be taught the same way.
Situational effects include any unique factors that could come up in a particular learning situation and incorporates several sets of influences. Different local situations may dictate different teaching/learning strategies. Situational influences to prior learning event may include anything from cultural influences to learning history. Situational influences during learning may include a number of factors such as social, cultural, and situation-specific factors that may alter the learning transaction.
Some people have looked at psychology as a foundation discipline of adult education. There has been an increased interest to use psychology to help to understand how individual differences affect adult learning. Though there is no certainty in the research, it is clear that individuals vary in their approaches, strategies, and preferences during learning activities.
An understanding of individual differences helps to make andragogy more effective in practice. Professionals can use the understanding of individual differences to mold adult learning experiences in several ways such as:
Tailor the manner in which they apply the core principles to fit adult learners cognitive abilities and learning styles preferences. They know which core principles to fit are significant to specific group of learners. They expand the goals of learning experiences.
Next slide. Slide 9 Applying the Andragogy in Practice Framework People familiar with the six principles of andragogy start from the middle of the model and work outwards to adjust the six principles to fit the individual and situational differences as well as the differences due to the goals and purposes. The two outer rings act as filters in which the core principles are examined to make adjustments. Some prefer to work from outside , from the outer ring and work inwards. They analyze the goals and purposes first and then individual and situational differences, and finally adjust the application of the core principles to fit the full context. Both perspectives have their advantages.
There is a three-part process for analyzing adult learners with the andragogy in practice model:
The core principles of andragogy provide a solid foundation for planning adult learning experiences. Analysis should be conducted to understand adult learners and their individual characteristics, characteristics of subject matter, and characteristics of the particular situation in which adult learning is being used. Goals and purpose provide the frame that shapes the learning experience.
The andragogy in practice framework should be used in advance to conduct what is called andragogical learner analysis. Andragogical learner analysis uses the andragogy in practice model to determine the extent to which andragogical principles fit a particular situation. This can be done by creating a worksheet in which the six core principles are rows and the components of the individual and situational differences; and goals and purposes for learning are columns. Each cell in the matrix represents the potential effect of one of the factors on a core assumption.
Next slide. Slide 10 Case example: Adult Basic Education Program This figure gives an example of an andragogical learner analysis.
This example shows a number of things such as:
Type of learners: Disadvantaged citizen who lack basic literacy skills;
Reason for the course: To obtain well- paying jobs. Stuck in the low brackets because of lack skills in reading and math. Want to improve their lives; and
Course enrolled: Workforce literacy education.
This example provides information that shows that the goal of the program is individual life-improvement.
Information from the analysis shows the following things:
The learners fit the core assumptions of the andragogical model as shown by the checks in the boxes;
Learners have low confidence in self- directed learning, will need support; and
They have motivation due to entrapment into local economic difficulties.
But still prior learning experience may be a barrier to them because they have not been successful in traditional education. These learners are pragmatic as shown in assumptions number five; they want to learn something that is relevant to their lives.
Next slide. Slide 11 Check Your Understanding Slide 12 Summary We have now reached the end of this lesson. Lets take a look at what we have covered.
We started our discussion by examining expanding the usefulness of the Andragogical model. Here, we learned that there is no consensus on the number and content of the core assumptions of andragogy model.
Next, we examined an individual- transactional framework. Here, we learned that there have been a number of criticisms about andragogy. We learnt that most of these criticisms have come from the theorists who operate from a critical philosophical perspective. Knowles argues that the andragogy does not have to embrace outcomes of social change and critical theory. We also learned that andragogy is a transactional model of adult learning that is designed to go beyond specific applications and situations.
We then examined dynamic view of andragogy. Here we learned that the criticism about andragogy is confounded by conflicting philosophical views about adult education. It is possible that andragogy may be more appropriate when viewed from a different perspective. We learned that an adult educator is one who has a responsibility for helping adults to learn. There are three meanings of the term adult education.
Next, we examined integrated system or flexible assumptions. Here, we learned that though Knowles presented andragogy an integrated set of assumptions, there is potential for more flexible application of andragogy. Knowles has argued that his assumptions should be viewed as flexible and therefore can be altered depending on the situation. Educators have the responsibility of checking out the assumptions which are realistic to the given situation.
We then discussed the Andragogy in practice model. Here, we learnt that the model has three main components:
Goals and purposes for learning; Individual and situation differences; and Andragogy: core learning principles.
We learned that the model offers a three dimensional process for understanding adult learning.
Next, we examined applying the andragogy in practice framework. Here, we learned that different people can apply the framework differently: Some start from the middle of the model and work outwards, while others prefer to work from outside, from the outer ring and work inwards. There is a three-part process for analyzing adult learners with the andragogy in practice model: We also learned that the andragogy in practice framework should be used in advance to conduct what is called andragogical learner analysis.
Lastly we examined case examples: Adult basic education program and Management development program. Here we learned about two different scenarios in which we can carry out the andragogical learner analysis.