Andragogy is the art and science of meeting the needs of the adult learner. Andragogy is based on the following assumptions:
- the need to know why
- self-concept
- prior experiences
- readiness to learn
- orientation to learning
- motivation
Theories based on these assumptions guide instructors and instructional designers to create enjoyable learning experiences for adults.
Before attempting to learn something new, adult learners must first know why they have a need to learn it. This “need to know” can apply to a single activity, assignment, or the class as a whole. By provide the why (e.g. in the form of learning goals tied to an activity) instructors can increase the likelihood that the adult student will be motivated to complete the activity.
Adult students also have the expectation that they have control over their own decisions and their lives. This assumption is referred to as self-concept. To support this assumption, instructors should give students autonomy on how they demonstrate their achievement of learning objectives.
By supporting the students’ self-concept through collaborative activities and the demonstration of capabilities, students can make full use of prior experience. The instructor should encourage activities in which students can share their opinions and diverse knowledge. Student interaction and discussion can help engage the student and motivate them to master the material.
In addition to a focus on prior experience, the instructor must also capitalize on the adult students’ readiness to learn. In a virtual environment, this may mean immediately engaging the students in activities that communicate what they’re about to learn (i.e. the need to know why) and giving them the opportunity to quickly engage with each other.
Instructors must also maintain the student’s orientation to learning in that the learning activities must develop skills related to the learning objectives both in and outside of class. Student should be able to find meaning in the activities and be able to see how they apply directly to their learning goals (i.e. avoiding knowledge for knowledge sake and ignoring application.)
And finally, there’s the assumption that adult students have an intrinsic motivation to learn. Instructors can benefit from this intrinsic motivation by helping students feel like respected participants and co-creators of their learning experience.
Andragogy provides a set of assumptions that can help the instructor focus on factors that will result in a rich learning experience for adults. While the theories behind these assumption seem fairly clear, the methods to implement them are not so clear (especially when it applies to virtual instruction). For example, group discussion and collaboration are presented as a possible tactic to address more than one assumption. The instructor would have to evaluate whether or not this tactic, perhaps in the form of a discussion board or a video call, would have the same impact as a face to face discussion which the authors most likely intended.
Cochran, C., & Brown, S. (2016). Andragogy and the Adult Learner. SUPPORTING THE SUCCESS OF ADULT AND ONLINE STUDENTS, 73–84. https://doi.org/http://hdl.handle.net/20.500.11803/594