Adult (andragogic) Learning Models
This page explores how adult learners differ from learners in school and university. It contrasts pedagogic instruction with andragogic learning.
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Adult (andragogic) Learning ModelsThis page explores how adult learners differ from learners in school and university. It contrasts pedagogic instruction with andragogic learning. |
Andragogic Learning
Knowles [1] and others prefer the word andragogic rather than pedagogic to describe adult learning. Both are based on the Greek word agogos (meaning guide). But for andragogy is coupled with andros (man) and for pedagogy it is coupled with pedos (boy).
In teaching terms the two approaches are fundamentally different. Andragogic teaching is based on recognising and building on experience; being action oriented; being self directed and based on self motivation; being task or problem centred and with a focus on the learning process rather than just the knowledge content.
Core Adult Learning Principles[1]
1.
Learner's Need to Know
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In school or university learning focuses on what is learned (content). For the adult learner this extended to and overshadowed by the reason for learning (why) and the learning process (how). The why need means that the learning must be relevant to the learner. And, as simulation places the learner in the position of working on a "real" business problem there is a direct link to business. Further, the how need means that the learning process is important and as the learner needs to links the learning (what) to its relevance (why) this process should be self-directing, allow time for reflection and ensure deep cognitive processing. |
2.
Self-Concept of the Learner
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In school and to an extent university, the learner is in the position of subservience and perhaps fear of failing. He or she sees themselves in the context of their parents rather than as individuals. In contrast the adult learner seems herself or himself as an autonomous, self-directing being. Thus at school or university the pupil sees the teacher as a font of knowledge and accepting of the relevance of the learning. In contrast, the adult businessperson, especially the experienced manager, is willing to challenge the trainer and demand that the teaching is relevant. |
3.
Prior Experience of the Learner
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Where business people are learning in small groups the diversity of their experience and prior learning is a rich learning resource. And, the need to argue and negotiate this to contribute to the group means that deep cognitive processing occurs and new learning is linked to and refreshes mental schema. But, experience may have been misinterpreted and create bias. Also, generally, it is important for the trainer to recognise the adult learner's experience and knowledge and his or her role is that of leader rather than instructor. |
4.
Readiness to Learn
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Again contrasting learning at school and university with the adult business learner suggests that the former is concerned and content with learning to know (and pass exams). In contrast, the businessperson learning is life related. He or she learns to develop their work skills. And where the relevance of the learning is demonstrated adult learners are motivated to learn. (With simulation this is often demonstrated by the way course members work into the early hours.) |
5.
Orientation to Learning
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Because the adult learner learns to aid his or her work and problem centred activities demonstrate the relevance of the learning, adult learners find these motivational |
6.
Motivation to Learn
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Anyone who has seen business people working into the early hours will not be surprised that adults are motivated to learn - provided that is that they see the relevance, have found the learning process engaging and productive The learning process should be self-directing and provide regular feedback on success. And if the feedback indicates failure there must be ways to overcome this. |
The differences2 between the academic learner and the business learner suggest that simulations designed for academic use may not provide effective and efficient learning in executive training.
[1] Knowles, Malcolm S et al (1998) The Adult Learner, Butterworth-Heinemann ISBN 0-88415-115-8
[2] Hall, Jeremy J. S, B. (1995) Chalk and cheese? Executive short course vs academic simulations The Simulation and Gaming Yearbook Volume 3 Kogan Page London
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update: 12/04/06
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