Andragogy

Adult-focused, self-directed, motivated learning.

Andragogy is a term that refers to the theory and practice of teaching and learning for adults, as opposed to pedagogy, which is the theory and practice of teaching and learning for children.

Key thinkers in this area:

Alexander Kapp (1799–1869)

Malcom Knowles (1913-1997)

Key principles of andragogy include:

1. Self-concept: Adults have a self-concept that includes a need to be seen and treated as capable and self-directed. They want to take responsibility for their own decisions and are motivated to learn when they perceive it as relevant to their goals.

2. Experience: Adults bring a wealth of life experiences to the learning environment. Andragogy recognizes the importance of tapping into these experiences and using them as a valuable resource for learning.

3. Readiness to learn: Adults are ready to learn things they feel they need to know in order to cope effectively with real-life situations. They are motivated to learn when they perceive that it will help them solve problems or meet their needs.

4. Orientation to learning: Adults are motivated to learn by both internal and external factors. They are more likely to engage in learning when they see a direct application of the knowledge or skills to their lives or work.

5. Motivation: Adults are motivated by both intrinsic and extrinsic factors. Intrinsic motivation comes from within, driven by personal interest or a desire for self-improvement. Extrinsic motivation comes from external factors, such as rewards or recognition.

6. Need for respect: Andragogy recognises that adults want to be treated with respect and as equals in the learning process. They prefer a collaborative and participative approach to learning rather than a directive one.

Teaching strategies that are linked to andragogy

Engage adults in the learning process by considering their experiences and expertise.
Encourage collaborative learning environments where adults can share insights and learn from each other.
Acknowledge and value the wealth of experiences that adults bring to the learning environment.
Use adult learners' prior knowledge as a foundation for new learning.
Connect learning objectives to practical, real-world applications.
Demonstrate how new knowledge and skills can be applied in the workplace or in solving everyday challenges.
Treat adults as equals and create a climate of mutual respect.
Recognize the diversity of adult learners and create an inclusive environment that values different perspectives.
Offer flexible learning formats recognising that adults may have busy schedules and various life commitments.
Adults are more motivated when they understand the purpose of the learning and how it contributes to their personal or professional development.
Use case studies, role-playing, and discussions to encourage active engagement.
Offer opportunities for adults to apply what they've learned immediately by providing hands-on exercises, projects, or workplace applications that reinforce new knowledge and skills.
Provide timely and specific feedback on performance.

Read more here:

Holton, E. F., Swanson, R. A., & Naquin, S. S. (2001). Andragogy in practice: Clarifying the andragogical model of adult learning. Performance improvement quarterly, 14(1), 118-143.
Knowles, M. S. (1968). Andragogy, not pedagogy. 1968.
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.

What distinguishes andragogy from pedagogy?
Where are the boundaries of pedagogy and andragogy and how do they apply to 16-18 year old learners?
How does prior experience impact adult learning?
To what extent is self-directed learning practical for all adults?
What role does motivation play in adult learning, and how can it be sustained?
What part does cultural background play when thinking about andragogy?
What evidence-based literature is there to support andragogy?

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