There are many models and theories that contribute to the adult learning process. When most educators think of the adult learning process andragogy is usually one of the first thoughts. According to Malcolm Knowles, Andragoggy is “the art and science of helping others learn (Merriam, Caffarella, & Baumgartner, 2007).”Andragogy are learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of the learning experience (Clardy, 2005). Andragogy assumes that adults have different learning characteristics and requirements than children. Thus, adult educational procedures must be altered from the pedagogical procedures used when teaching children. Andragogy is based on five assumptions concerning the adult learner (ASTD, 2007).
The first assumption is as a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being (Merriam et al., 2007). The learner is self-directed at this point. The second assumption is that an adult accumulates a growing reservoir of experience, which is a rich resource for learning (Merriam et al., 2007). Adults are able to use their experiences for themselves and others. Thirdly, the readiness of an adult to learn is closely related to the developmental tasks of his or her social role (Clardy, 2005).
This readiness to learn is a direct result of life experiences. Fourth, there is a change in time perspective as people mature from future application of knowledge to immediacy of application (Merriam et al., 2007). Thus, an adult is more problem centered than subject centered in learning. Lastly, adults are motivated to learn by internal factors rather than external ones (Merriam et al.,...
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...actual learning process itself. The Illeris model is the most interested in the learning process itself. McClusky’s theory has more to say about adult development and the timing of learning, though, than about the actual learning transaction (Merriam et al., 2007). McClusky's model does not directly address learning itself but rather when it is most likely to occur. It can be used in understanding the link between development and learning (Merriam et al., 2007).
Works Cited
ASTD Speaker Orientation (2007). Adult Learning Models.
Clardy, A. (2005). Andragogy: Adult Learning And Education At Its Best?
Knowles, M. S. (1984). Andragogy in Action. Applying modern principles of
adult education. www2.selu.edu/Academics/Faculty/nadams.etec630&635
Merriam, S. Caffarella, R. Baumgartner, L. (2007). Learning In Adulthood. Adult
Learning Theory and Models
Pedagogy is the passive trends from transfer of information from teachers to students, Andragogy is about active information seeking by the learner. Pedagogy assumes that students comes into the classroom with no life experiences to build on. Andragogy assumes that students have prior experiences that they can apply to the learning process. In Pedagogy teaching structure is subject-oriented, In Andragogy learning is less instructed and more relevant, relevance to real life issues are usually more essential using Andragogy as compared to Pedagogy. Pedagogy assumes that students have few internal motivations to learn and must rely on rewards and punishments. Andragogy assumes students have more internal motivations to learn. In Pedagogy students are dependent on teachers, In Andragogy students are more independent and responsible for their own learning. Pedagogy is more authoritarian model and Andragogy is more collaboratively learning model. In summary Pedagogy is more suitable for children in most cases and Andragogy is more suitable for adults in most
Merriam, S.B., Caffarella, R.S. &Baumgartner (2007) Learning in Adulthood: A comprehensive guide, san Francisco, CA:Jossey-Bass
[According to a cohort participant,] cohorts are created not born. They are successful when everyone works collaboratively and collectively on improving their own and others' learning experiences. It takes self-responsibility, patience, courage, humor, commitment, sensitivity, and a lot of hard work to create such an enriching learning experience for everybody. (Nesbit 2001, p. 3)
Having known that adults are supposed to be self-directed, internally motivated and goal-oriented in the learning process, it is believed that Expectancy-Value Theory proposed by Wigfiled and his colleagues might be fruitful in explaining adults’ learning motivation in this case study.
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
Courtney I have to agree with your first characteristic, the adult learners have “readiness to learn things that are relevant to their job and personal life”. We are more motivated to learn something when we are sure that we would have a used for it. As we become older, time is more valuable and we are more motivated to use it more wisely.
Many students, including myself are entering college for the first time in our lives. They experience things alien to them and have to deal with an exorbitant amount of anxiety and stress. A major stressor that stands out is learning the academic way of thinking. Reading rhetorically and writing in a formal and academic manner are terms that, until now, were entirely foreign to me. At the high school level, many students are not exposed to these processes. Plain and simple, they just don’t experience this type of thinking and learning. This in turn causes an almost fight and flight response on the student’s part. Many students that struggle through these concepts give themselves the opportunity to stand or fall on their own accord, while others shut down and leave their education in the hands of chance. Students who experience this form of struggle are usually faced with the fear of asking for help.
Mirriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
Hiemstra, R., & Sisco, B. (1990). Moving from pedagogy to andragogy. Foundations of Adult Education: Critical and Contemporary Issues, Retrieved from http://www-distance.syr.edu/literature.html
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
Andragogy, made famous in the United States by Malcom Knowles in 1967, is the art and science of teaching adult learners as opposed to pedagogy which is the art and science of teaching but not distinguishing what age group (Rachel, 2002). Knowles implemented andragogy through the use of a learning contract, in which learning objectives, strategies and resources, achievement, and methods for evaluation are all determined by both the learner and instructor (2002).
Adults are interested in learning subjects that have immediate relevance to their job or personal life.
When I began this exploration, these two words: pedagogy and andragogy, my first thought was here I go again with learning about pedagogy. What in the world is andragogy? To much my surprise, I learned the history behind pedagogy; instead of, the theories that are supposed to work in the classroom. I never heard of andragogy until I started my research; when I started reading about pedagogy and andragogy, a thought entered my brain. The old question, “which came first, the chicken or the egg?” “Which came first pedagogy or andragogy?” Does a student begin to learn from someone else, (pedagogy) or does child begin learning when they are self-directed (andragogy)
Adult learners need their learning to be timely and relevant. 5. What is the difference between a'smart' and a'smart'? Orientation to learn- It is life centered and focuses on tasks and problems, not subjects.
Andragogy is focusing on creating good learning experiences for adults(2013). Here, we should understand some assumptions about the boundary of adult and pre-adult. First , Adult learner can do self-direct learning (chapter 4), and can study independent than the pre-adult or children who are totally learning rely on teachers---learner’s self-concept, also this part is the most engaged part with learning. The second assumption is the most impressive and helpful. Adult learner have more experience than other learner, that means, adult’s prior experience have a big difference feeling or motivation with other adults. Take myself for example, when I was in high school, my orientation for study was went into a good University; whereas, right now, my orientation for study is to make my life different than before. It’s a internal motivation, because I experienced many things which I didn’t experienced in high school. The part “the need to know” makes me feel distanced from