The Adult Learning Theory - Andragogy - of Malcolm Knowles

The Adult Learning Theory - Andragogy - of Malcolm Knowles

Knowles’ 5 Assumptions Of Adult Learners

Knowles’ 5 Assumptions Of Adult Learners

In 1980, Knowles made 4 assumptions about the characteristics of adult learners (andragogy) that are different from the assumptions about child learners (pedagogy). In 1984, Knowles added the 5th assumption.

1. Self-Concept  As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being.
2. Adult Learner Experience  As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to Learn  As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
4. Orientation to Learning  As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
5. Motivation to Learn As a person matures the motivation to learn is internal (Knowles 1984:12).
   

Knowles’ 4 Principles Of Andragogy

Knowles’ 4 Principles Of Andragogy

In 1984, Knowles suggested 4 principles that are applied to adult learning:

1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for the learning activities
3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)

Application of Andragogy in Personal Computer Training

Knowles (1984) provides an example of applying andragogy principles to the design of personal computer training:

1. There is a need to explain the reasons specific things are being taught (e.g., certain commands, functions, operations, etc.)
2. Instruction should be task-oriented instead of promoting memorization -- learning activities should be in the context of common tasks to be performed by the others.
3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.
4. Since adults are self-directed, instruction should allow learners to discover things and knowledge for themselves without depending on people. However, learners should be offered guidance and help when mistakes are made.

References

References:

• Knowles, M. S. (1950) Informal Adult Education, New York: Association Press. Guide for educators based on the writer’s experience as a programme organizer in the YMCA.
• Knowles, M. S. (1962) A History of the Adult Education Movement in the USA, New York: Krieger. A revised edition was published in 1977.
• Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.
• Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.
• Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
• Kearsley, G. (2010). Andragogy (M.Knowles). The theory Into practice database. Retrieved from http://tip.psychology.org

infographic