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EDU 528, WEEK 5, PART 1: Andragogy in Practice

Slide # Topic Narration

Slide 1 Introduction Welcome to Methods of Teaching in

Adult Education. In this lesson, we willdiscuss 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 numberand content of the core assumptions of

andragogy. Knowles added two more

assumptions to his original andragogical

model which initially had fourassumptions. 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;

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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 learnassumptions. The models cited in

Knowles 1978, 1980, and 1984, did nothave 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 theoristswho operate from a criticalphilosophical 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 criticalparadigm of adult learning.

Knowles argues that the andragogy doesnot have to embrace outcomes of social

change and critical theory. Others have

argued that andragogy has its rootsinhumanistic and pragmatist philosophy.

The philosophies of pragmatism,

behaviorism, humanism, and

constructivism focus most of theirassumptions 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 gobeyond specific applications and

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situations. Adult education is one of the

many fields of application in whichadult learning occurs. Andragogy does

not prohibit combining it with other

theories that speak to the goals and

purposes of education. Andragogy canbe embedded within many sets ofgoals and purposes, each of which mayaffect the learning process differently.

For example, one can use the

andragogical approach to adult learning

for the purpose of social change, whileothers 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 aweakness, but as a strength because

andragogy can transcend arenas of

application. The criticism may actuallymake the andragogy model more

adaptable. The criticism about

andragogy is confounded by conflicting

philosophical views about adulteducation. Most of the criticisms have

come from only one philosophical

perspective, it is possible thatandragogy 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 effortis to define the boundaries of the

theories. According to Dubin, it appears

most of the criticisms have come from

attempts to make andragogy becomemore than what it was intended to be.

Such attempts violated the boundaries

of the theory, and that resulted inconfusion.

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Knowles defines an adult educatorasone who has a responsibility for helping

adults to learn. There are three

meanings of the term adult

education:

Adult education is a process of adultlearning;Adult education is an organized set of

activities to accomplish a set of

educational objectives; andAdult 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 canbe 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 adaptedin whole or in part. The essential part of

andragogy is its flexibility; and

The appropriate starting point andstrategies 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 frameworkof factors that should be considered

when determining which assumptions

are realistic in order to adapt andragogyto the situation. Some people have

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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 adultlearning. Pratt proposed a model in

which he recognized that most learningexperiences are highly situational and

that a learner may exhibit very different

behaviors in different learning

situations. There are two coredimensions of this model, direction and

support.

Next slide.

Slide 7 The Andragogy in Practice Model Androgogy in practice modelis animproved conceptual framework thatcan 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 ofhomogeneity 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 directlyto andragogical assumptions. This

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three-category typology can be seen as

incorporating all the categories found inother major typologies of purposes of

adult learning.

The fact that many researchers haveattempted to create typologies for adult

learning outcomes reinforces the factthat goals and purposes are conceptually

separate from the core andragogical

assumptions. These should always be

analyzed alongside the core principlesas 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 individuallearner, andragogy may best fit with

individual development goals.

Adult learningis equally powerful in

developing better institutions and as

well as individuals.

Frierecontended that the aim of

education is to help participants putknowledge into practice. And believedthat the outcome of education is societal

transformation.

Next slide.

Slide 8 The Andragogy in Practice Model

continued

Individual and situational differencesare 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 sameway.

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Situational effects include any uniquefactors that could come up in a

particular learning situation and

incorporates several sets of influences.

Different local situations may dictatedifferent teaching/learning strategies.

Situational influences to prior learningevent may include anything from

cultural influences to learning history.

Situational influences during learning

may include a number of factors such associal, cultural, and situation-specific

factors that may alter the learning

transaction.

Some people have looked at psychologyas a foundation discipline of adult

education. There has been an increasedinterest to use psychology to help to

understand how individual differences

affect adult learning. Though there is nocertainty in the research, it is clear that

individuals vary in their approaches,

strategies, and preferences during

learning activities.

An understanding of individualdifferences helps to make andragogymore 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 learnerscognitive abilities and learning styles

preferences.

They know which core principles to fit

are significant to specific group oflearners.

They expand the goals of learning

experiences.

Next slide.

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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 andpurposes. The two outer rings act as

filters in which the core principles areexamined to make adjustments. Some

prefer to work from outside , from the

outer ring and work inwards. They

analyze the goals and purposes first andthen 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 tounderstand adult learners and their

individual characteristics,characteristics of subject matter, andcharacteristics 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 conductwhat is called andragogical learner

analysis. Andragogical learner analysis

uses the andragogy in practice model to

determine the extent to whichandragogical principles fit a particular

situation. This can be done by creating a

worksheet in which the six coreprinciples are rows and the components

of the individual and situational

differences; and goals and purposes for

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learning are columns. Each cell in the

matrix represents the potential effect ofone of the factors on a core assumption.

Next slide.

Slide 10 Case example: Adult Basic EducationProgram

This figure gives an example of anandragogical 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 andmath. Want to improve their lives; and

Course enrolled: Workforce literacy

education.

This example provides information that

shows that the goal of the program isindividual life-improvement.

Information from the analysis shows the

following things:

The learners fit the core assumptions of

the andragogical model as shown by thechecks in the boxes;

Learners have low confidence in self-directed learning, will need support; and

They have motivation due to

entrapment into local economicdifficulties.

But still prior learning experience may

be a barrier to them because they havenot been successful in traditional

education.

These learners are pragmatic as shownin assumptions number five; they want

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Next, we examined integrated system orflexible assumptions. Here, we learned

that though Knowles presented

andragogy an integrated set of

assumptions, there is potential for moreflexible application of andragogy.

Knowles has argued that hisassumptions should be viewed as

flexible and therefore can be altered

depending on the situation. Educators

have the responsibility of checking outthe assumptions which are realistic to

the given situation.

We then discussed the Andragogy in

practice model. Here, we learnt that themodel 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 theandragogy 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 towork from outside, from the outer ring

and work inwards. There is a three-part

process for analyzing adult learnerswith the andragogy in practice model:

We also learned that the andragogy in

practice framework should be used in

advance to conduct what is calledandragogical learner analysis.

Lastly we examined case examples:Adult basic education program and

Management development program.

Here we learned about two different

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scenarios in which we can carry out the

andragogical learner analysis.

This completes this lesson.