Andragogy

Andragogy, a concept introduced by Malcolm Knowles in 1973, is learner-focused in nature. This model has five assumptions to be considered.

First assumption

The first assumption refers to adult learners’ independent self-concept and ability to direct their own learning (Knowles, 1989). Adult learners have different degrees of autonomy and independence toward achieving their goals. Older methods of teaching did not foster self-directed learning and were primarily teacher-centered and passive. These habits are difficult to break for older students. These students need to be guided as they progress toward self-direction to take more responsibility for their own learning.

Second assumption

The second assumption underlying andragogy is that "an adult accumulates a growing reservoir of experience, which is a rich resource for learning" (Merriam & Caffarella, 1999, p. 272). Adult students can build on previous knowl-edge and experience by relating new information to past events and experi-ence.

Third assumption

The third assumption of andragogy is that "the readiness of an adult to learn is related to the developmental tasks of his or her social role" (Merriam & Caffarella, 1999, p. 272). Adult students usually know what they want to learn, and they like to see the program organized toward their personal goals (Knowles, 1989). Teaching of adults should be grounded in the learners’ experiences; it should allow adult learners to connect what they have learned to experiences in the past, so that they can see possible future implications.

Fourth assumption

Learners need to know why they should learn something and how it will benefit them (Knowles, 1989). The instructor should ask the online student to do "some reflection on what they expect to learn, how they might use it in the future or how it will help them to meet their goals" (Fidishun, 2000, Section Technology and the Assumptions of Andragogy, para. 2).

Fifth assumption

The fifth assumption of andragogy is that "adults are motivated to learn by internal factors rather than external ones" (Merriam & Caffarella, 1999, p. 272). Some factors that motivate adults include the promise of increased job satisfaction, self-esteem, and quality of life.

Recommendations for Course Development for Adult Learners based on some limitations due to biological factors such as age.

Maintain large, easy to read fonts and clear, bold colors.
Use variety of graphics, images, and tables.
Ensure compliance with Americans with Disabilities Act and Federal 508 guidelines.
Use a clear menu structure.
Use a search and find function.
Provide practice with feedback and self tests.
Provide record keeping among sessions.
Provide frequent entry and exit points.
Be consistent if using a metaphor.
Provide a context sensitive help function.
Distinguish between temporary vs. permanent termination of the program.
Ensure there is no cultural bias.
Use graphic organizers, Venn diagrams, concept maps, and flowcharts.
Chunk information into 5-9 bits of information.

"Silver, Strong, and Perini (1997) explained that learning styles relate to the different ways people think and feel as they solve problems, create products, and interact."

Ensure that students can move through the instruction at their own pace.
Ensure that the students can review previous learning whenever they want.
Provides links to a wide variety of web resources.
Ensure to allow ample time for students to master the content.
Ensure that all learning styles are addressed by presenting material in multiple modes including text, graphics, audio and manipulatives.
Use strategies such as consciousness raising, journal keeping, reflection logs, think sheets, guided questioning.