My educational approach to adult learners: A theoretical perseptive of Malcolm Knowles (Theory of Andragogy)

My theoretical approach and hands-on expertise of adult training:

A theroy of Andragogy, Malcom Knowles, the foundation of adult learning perspectives.

How do adults learn and what is the theoretical experience I subscribe to as an adult educator. My adult teaching style subscribes and relates to Malcolm Knowles’ Theory of Adult Learning. I identify within the context of the group process, since I am also apart of the group learning along with my students. In my estimation, the best development of an educational theory for a teacher is the ability to learn from the group process, and apply the new skills gained to future teaching opportunities as a result of what was learned. “The point is that facilitative learning is a transactional encounter in which leaner desires and educator priorities will inevitably interact and influence each other” (Brookfield, 1986, p. 97-98).

My first experience in the classroom was tumultuous at best, however still wonderful. I did not have a formal teaching background. My teaching method consisted of a combination of pure observation, instinct, and the mastery of the material. My first opportunity to teach was within a classroom in a small business school comprised of adults from various age groups; 18 of age to 62 years of age. The class also had a varied degree of competency within the subject matter. The subject matter was Microsoft Office; specifically Microsoft Word, Excel, PowerPoint, and Access.

I was faced with the dilemma of how to engage my first class with the complex and studious material. The students were eager to learn everything quickly and efficiently. It became apparent to me the material should be practical in order for the future graduates to apply what was learned in a professional setting. I had originally planned to teach lecture style throughout each class, offering tests at the end of each lesson, purely to gauge competency before advancing on to the next level of instruction. My first hour of class was horrible. The word test and the subsequent mantra of, we will be taking a small test before the end of class, was enough for the adults to immediately experience a high level of anxiety. I knew immediately my teaching method was not the best approach, or the best way to start off on the right foot with my students. Furthermore, a lecture style of teaching I noticed was not going to engage the students in their Microsoft lessons.

I quickly learned the adults in my class wanted the freedom to learn at their own pace. The students did not want to be lectured; they wanted the freedom to explore the software on their own. The concept of a self-directed learner is one of the main assumptions in Knowles Andragogy Theory. I had no idea some of the adult learners in my class were really looking for an opportunity to be self-directed in their learning. According to Knowles (1984) “The learner is self directing. In fact, the psychological of adult is one who has arrived at a self concept of being responsible for one’s own life, of being self-directing” My original approach to teaching my adult class was contrary to this approach, and I was unable to realize self-directed learning was also an important concept to foster when designing curriculum. “Self-direction in learning is an increasingly important human attribute in modern societies. As opportunities for formal and informal education are extended virtually throughout the lifespan, developed as well as developing societies must look to potential participants who are both willing and able to take advantage of such opportunities” (Skager, 1979). I learned from the group process it was important to understand how to make room in the classroom for a self-directed learner.

The delineation of a self-directed learner also should include the fact that not all adults are self-directed learners. “It is also important to remember adults will be at different levels of readiness for self-directed learning, so that educators will need to spend different amounts of time assisting different learners” (Brookfield, 1986, p. 67). However, if an adult has the characteristics of a self-directed learner, the opportunity should be afforded. Characteristics highlighted by Skager (1979) would include; “self-directed learners are characterized as manifested personal attributes of self-acceptance as a learner, planfulness in learning activities, intrinsic motivation for learning, ability to internalize evaluation process, openness to experience, flexibility in the approach to learning, and autonomy in the setting of learning goals and selection of the means of learning.” Microsoft Office is the perfect opportunity for a self-directed learner to flourish. Microsoft Office is a hands-on software where the learner is encouraged to learn at their own pace. Learning Microsoft Office is motivational since the learner would need to know point A to progress to point B, and most Microsoft Office learners want to be able to get to point B, to get to Point C, etcetera. A lecture method was not the best approach since it did not allow the class to have the opportunity for those adults who desired to be a self-directed. I have to be easy on my assessment of my initial design, since according to Brookfield (1986) “It is critical that we do not blindly accept the orthodox view that self-direction is the preferred mode of learning in all cases for all adults.” A holistic approach which accommodates the different levels of self-directed learning is always the best approach when producing an educational design.

My class was unresponsive to the lecture I had prepared, mainly because I was forcing them to listen to what I had to say. According to Knowles (1984) “when we find ourselves in situations where we feel that others are imposing their will on us without our participating in making decisions affecting us, we experience a feeling, often subconsciously, of resentment and resistance.” Obviously my method was not working and I wanted to know if anyone in the class had any ideas on how to proceed. I remember one of the students asked; “can you just give us a basic lesson, and allow us to work on our own to learn the lessons independently?” I thought this was a great idea since most of the learners were actually at different levels, and I was able to guide them inadvertently according to their own competency level as well as their own comfort level of learning independently. The student who asked the question perhaps could be identified as a self-directed learner, meeting the characteristics outlined previously by Zmeyov.

My educational theory was in formation as a result of my first and subsequent classes in Microsoft Office. One of the most amazing aspects I have learned when I reflect on my past teaching experience is how applicable the concept of self-directed learning actually was then, as well as how I should be cognizant of the concept today. “The learner in adult education is a self-directed, responsible person, the principle performer” (Zmeyov, 1998). It became clear to me the process for adult learning is enhanced when the opportunity for self-directed learning is encouraged.

It is the adult who is ultimately the person in charge of their own learning experience. It is the responsibility of the teacher in choosing instructional methods that will directly enhance the experience of the adult learner. Brookfield (1986) confirms this point when he said “there are many instances when educational and training programs are of necessity, and quite legitimately, established to meet expressed and articulated learner needs. It would be a foolish programmer who steadfastly refused to take into account learner’s definitions of need when decided which programs to sponsor and which topics to explore.” I was the foolish programmer, teaching only what I wanted to teach and what I thought was relevant. My teaching method did not take in account the role of what the learner needed. This was the rudimentary piece missing in my novice role as teacher. When I learn about how to be an effective programmer, I learn from Knowles who explains “adults become ready to learn those things that are relevant to their life tasks and problems, hence the andragogical process elements of involving the learners in diagnosing their learning needs, formulating learning objectives, and designing learning plans through mutual negotiations with the teacher” (Knowles, 1992). The learner should also have a say in how programming is designed another component which will ultimately enhance the climate of cooperative learning.

When designing curriculum it is important to take into account the valuable personal experience the adult learner brings to the classroom. Another concept I have learned from the group process. Since many adults have a wealth of experience, Knowles second main assumption of Andragogy would include “as an individual matures he accumulates an expanding reservoir of experience that causes him to become an increasingly rich resource for learning, and at the same time provides him with a broadening base to which to relate new learnings” (Knowles, 1978, p. 56). This is a very important concept for me since I observed a learner who has a positive learning experience was usually excited about my Microsoft class. I learned in teaching Microsoft it was also important for the adult learners to be able to voice their experiences. A sharing of personal information was helpful for the other adults to realize other’s goals and aspirations in attending the course. Adults sharing their personal experiences allows them to learn from each other, as well as provide the adult learner a deeper understanding of their own knowledge. “The past experiences of adults affect their current learning, sometimes serving as an enhancement, sometimes as a hindrance” (Brookfield, 1986, p. 31). Many adults, who have had negative experiences in their past learning, will need time to adapt to the positive learning climate that should be created by the instructor. I learned from the group process that once the learning climate is established as trusting, accepting, and encouraging the adult learner who has had a negative learning experience will begin to adapt and ultimately become participatory in the lessons.

The learning climate a teacher works hard to create is very important. “The instructor’s role and teaching style had a direct influence on the collaborative practices among peers. This role encompasses particular types of facilitation skills and is reflective of an enabling teaching style and an underlying belief in a student-centered approach to learning” (Taylor, King, Pinsent-Johnson, & Lothian, 2003, p. 88). The learning climate a teacher will foster in the classroom will directly impact the amount of adult participation, interaction among peers, action-learning techniques fostering adult experiences, which are important facets in Knowles Andragogy Theory for adult learners. The learning climate I foster, even from the first days as teacher at the small business school, I always encouraged participation by inviting the students in for discussion. I allowed them to share their experiences, and allowed them to feel comfortable and safe within the classroom. The learning climate is a very important element of the learning process.

The third main assumption, the Theory of readiness to learn can be summed up by Knowles (1984) as “adults become ready to learn when they experience a need to know or do something in order to perform more effectively in some aspects of their lives.”

In the fourth main assumption of Andragogy which outlines the Orientation to Learning, Knowles explains “the critical implication of this assumption is the importance of timing learning experiences to coincide with the learner’s developmental tasks” (Knowles, 1978, p. 56) If the learning that is taking place is not relevant to what is going on currently in the adult learner’s life, the learner will not grasp the material being taught. I facilitate a weekly workshop with 12 weekly series of topics, once the 12 weeks are over, the cycle begins again. I have a participant who has attended the workshop series twice, and she has been present for each of the 12 weeks. I presented a topic on interviewing skills, and obviously this was not important for the adult learner during the first time she attended the workshop, and she did not appear to have learned the material as evidenced by the second attendance of the same exact workshop. In the second time the workshop was being offered (she had an interview scheduled that afternoon) the material being presented was most important, and because of the immediacy of the application, it appeared she was able to grasp the material by her interaction with the other members. She was interactively applying the new knowledge she learned during the workshop. It was amazing, since the workshop duplicated was the same material I presented at the first workshop, however since there was not an immediate need for application, the adult learner did not grasp the material at the first time it was presented. She attended the workshop for the second time as if it was her first time hearing the material.

As I reflect on my educational theory, it is clear for me that when I first begin to teach, I thought it was what I had to say that was important. I thought the most important aspect of teaching was how good I prepared my lesson. The role of the teacher is also very important in facilitating the process of learning, rather than dominating the process. According to Zmeyov (1998), “the teacher in adult education is primarily an expert in learning technology and an organizer of the co-operative activities with the learner, secondly the co-author or individual programmer of learning and finally the source of knowledge, skills and qualities.” My early lesson from the group process was to understand what it was they wanted to learn, how they wanted to learn it, and to provide a forum to make the learning opportunity they desired happen. It is important for the teacher to facilitate the content of what is going to be taught is a collaborative decision made with the students.

My Adult educational theory is constantly evolving. However, through my exploration of Andragogy I have been able to learn about the development of my own adult educational theory. My personal educational theory is based solely upon personal experience built within Knowles’ four main assumptions of Andragogy. My foundational approach within my novice role as teacher is a lesson I will never forget as well as continually reevaluate as I constantly learn within the group process. I also learned through this discovery the climate of learning is also a foundational aspect of Knowles Andragogical Theory of adult learning.

Most adults want to be able to have the freedom to explore their own ideas, fulfill their quest for knowledge and share their educational experience collectively with the class. I will continue to provide a climate of supportive learning to enhance the experience of adult learners, since I am also a part of the group process, wholeheartedly self-directed, motivated from my students’ passion and thirst for knowledge.

References

Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.

Knowles, M. S. (1978). The Adult learner: A neglected Species (2 ed.). Houston: Gulf Publishing Company.

Knowles, M. S. (1984). Andragogy in Action (1st ed.). San Francisco: Jossey-Bass Inc., Publishers.

Knowles, M. S. (1992, September/October). Applying principles of adult learning in conference presentations. American Association for Adult & Continuing Education, 4, 11-14.

Skager, R. (1979). Self-directed learning and schooling: Identifying pertinent theories and illustrative research. International Review of Education, 25(4), 517-543

Taylor, M., King, J., Pinsent-Johnson, C., & Lothian, T. (2003). Collaborative practices in adult literacy programs. Adult Basic Education, 13(2), 81-99.

Zmeyov, S. I. (1998). Andragogy: Origins, Developments and Trends. International Review of Education, 44(1), 103-108.

All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)