Running head: ANDRAGOGY

Andragogy: How Has This Theory Influenced Current Distance Education Practices?

Renuka Kumar

University of Maryland University College

ANDRAGOGY Andragogy: It is a set of core learning principles that apply to all adult learning situations (Knowles, Holton, & Swanson, 2005, p. 2). Andragogy, developed in 1970 by Malcolm Knowles, makes a differentiation between adult learning and pedagogy. Pedagogy is the science of teaching children and incorporates a more traditional, or teacher-directed approach. The teacher is in control and the students learn what the teacher teaches them. Knowles, however, proposed that adult students are different from children. They are more independent and self-directed. Andragogical learning models are more learner-centered where teachers assume the role of facilitators of learning. This paper will review the five assumptions related to Knowles theory of andragogy, its criticisms, and how andragogy has affected current distance education practices and theories.

Discussion Assumptions Andragogy theory consists of five assumptions. These assumptions, as stated by Knowles, are: that adults are self-directed learners, adults bring a wealth of experience to the educational setting, adults enter educational settings ready to learn, adults are problem-centered in their learning, and adults are best motivated by internal factors (Blondy, 2007, p.116).

The first assumption states that the adult learner is more independent and self-directed. As people mature they are able to be more responsible and need to be more involved in decisions that affect them (Blondy, 2007). Being self-directed does not mean being cut off from social contact with others; instead, Knowles recommended that the learning environment should be collaborative and one of mutual respect (Blondy, 2007). He also believed that a learning environment which fosters input from learners and the sharing of ideas was more conducive to

ANDRAGOGY learning (Blondy, 2007). In terms of distance education, Hanna states that a learner should

establish their own learning goals and the course design should be focused on process rather than on content (Blondy, 2007). The role of the instructor is to be a tutor and a mentor; instructors need to guide students based on the established objectives (Blaschke, 2012).

The second assumption is that adults bring experience with them to the classroom. Knowles felt this experience was an important resource for both the students and the facilitators and encouraged group discussions and collaborative assignments (Blondy, 2007). The distance education classroom should be structured so as to allow the sharing of experiences among the learners and facilitators must create an environment where learners feel free to share their ideas and experiences (Blondy, 2007). Knowles also believed that adults enter the learning environment ready to learn (Blondy, 2007, p. 123). He believed that adults generally return to the classroom because of life events that force them to learn something new, such as divorce or a loss of a job (Blondy, 2007). As a result, Atherton states that adult learners generally need to know what they are learning and why they are learning it, before they learn it (Blondy, 2007). Therefore, a course facilitator must establish a rapport with the learner and help identify their learning needs (Burge, 1988).

Another assumption in andragogy is that adults need to apply what they are learning in the classroom to real life situations (Blondy, 2007). Blondy (2007) also explains that this means that the learning environment needs to be process based rather than content based. Knowles believed that adults are motivated to learn when they are recognized and appreciated for their contribution to the course (Blondy, 2007). In the distance education classroom a facilitators role

ANDRAGOGY in acknowledging a students contribution to the classroom becomes very important in motivating the students to succeed (Blondy, 2007).

Criticisms The biggest criticism of andragogy may be that there is no empirical evidence to support it. Bullen (1995) states that empirical evidence regarding the benefits of andragogy and its assumptions about the adult learner are inconclusive. Knowles did not develop his assumptions about the adult learner based on empirical research; they were developed based on his experience and observations (Blondy, 2007). Blondy (2007) suggests that perhaps Knowles is criticized because he stated his concepts of the adult as assumptions instead of as goals. Influence on current DE theories In spite of the lack of empirical evidence, andragogy is relevant to distance education and we can see its affects on current distance education theories and practices. Andragogy focuses on a learner-centered approach which differs from the teacher-centered approaches of earlier distance education theories. It places emphasis on open and collaborative work, role of the instructor as a facilitator and also on activity that recognizes the life experiences of the learner (Burge, 1988). Similarly, the major learning theories of the third wave of distance education, such as constructivism, connectivism and heutagogy follow the principles of a learner-centered learning environment. Andragogy and Constructivism Similarities. Driscoll states Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Siemens, 2004, p. 9). Constructivism is active learning where a student must participate in and interact with his/her surroundings (Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B.,

ANDRAGOGY 1995). This concept that learning is created by the student based on their experiences is very similar to the andragogical assumption that adult learners bring their experiences with them into the classroom. Another constructivist belief as presented by Lave and Wenger is that learners

function as part of a community of practitioners helping to solve real world problems (Jonassen et.al, 1995, p.11). This belief correlates to the andragogical assumption that adults need to apply what they are learning in the classroom to real life situations. In addition, just like andragogy, one of the fundamental elements of constructivism is a learner-centered environment (Jonassen et.al, 1995). Social interaction is a defining feature of constructivist pedagogies (Anderson and Dron, 2011, p. 86). Similarly, Knowles also recommended that the learning environment should be collaborative and one of mutual respect (Blondy, 2007). Andragogy and Connectivism Similarities. In connectivism learning is the process of building networks of information, contact, and resources that are applied to real problems (Anderson and Dron, 2011, p. 87). Anderson and Dron (2011) state that the notion of a teacher is almost foreign to the connectivist world view (p. 90). This emphasizes the importance of self-directed learning in connectivism (Anderson, 2010). This is similar to the andragogical

view that the adult learner is more independent and self-directed and that they want to apply what they are learning to real world problems. Connectivist theories also emphasize collaborative learning activities (Anderson, 2010). Sharing is a key component of connectivism, whether it is face-to-face or using Web 2.0 tools (Anderson, 2010). As mentioned earlier, Knowles also encouraged collaborative assignments and interaction to create a more conducive learning environment (Blondy, 2007).

ANDRAGOGY Andragogy and Heutagogy Similarities. Heutagogy, a form of self-directed learning, has its roots in andragogy (Blaschke, 2012). Similar to andragogy, in heutagogy learning is a process where an instructor is a facilitator who provides a student with guidance, however, the learner is in control of his learning path and determines what will be learned and how (Hase & Kenyon, 2000). Both andragogy and heutagogy are student-centered theories that focus on selfdirected learning. In fact, Hase & Kenyon (2000) state that heutagogy is an extension of andragogy. They define heutagogy as the study of self-determined learning (2000). Conclusion

Andragogy changed the world of teacher-centered education by providing a rationale for distance education based on the notion of self-directedness (Hase & Kenyon, 2000, p.2). The principles of andragogy can be seen repeated in the current distance education theories. The student-centered approach of andragogy can be seen reflected in the collaborative learning of constructivism. It is also reflected in the self-directed learning in connectivism as well as the self-determined learning in heutagogy.

ANDRAGOGY References Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education, 23-40. Canada: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010Emerging_Technologies_in_Distance_Education.pdf Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy.

International Review of Research in Online and Distance Learning (IRRODL), 12(3), 8097. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890 Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113 Blondy, L.C. (2007). Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment. Journal of Interactive Online Learning, 6(2). Retrieved from http://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th conference on the International Council for Open and Distance Education, Birmingham, UK. Retrieved from http://www.box.com/s/ap4nq2zf1jujkyo65pz0

ANDRAGOGY Burge, L. (1988). Beyond Andragogy: Some Explorations for Distance Learning Design . Journal of Distance Education, 3(1), 5-23. Retrieved from http://www.jofde.ca/index.php/jde/article/view/326/220 Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://pandora.nla.gov.au/nphwb/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7-26. Retrieved from http://www.box.com/s/i9y1f17cii6zmb0pi4qd Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Amsterdam: Elsevier. Retrieved from

http://web.ebscohost.com.ezproxy.umuc.edu/ehost/ebookviewer/ebook/nlebk_130099_A N?sid=abe4d863-8bc7-4da2-86b5-51f0e81a771c@sessionmgr12&vid=3 Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace.com. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm