Understanding Adult Learning Theories
Ja'nee Key College of Education, Grand Canyon University EDU-537: Leadership and Instructional Coaching Dr. Greg Finkbonner June 26, 2024
The Six Principles of Andragogy
01. Experience
02. Self-Directedness
03. Need to Know
04. Readiness to Learn
05. Orientation to Learning
06. Instrinsic Motivation
How the principals apply to instructional coaching
The principals apply to instructional coaching by promoting a collaborative environment that allows educators to feel comfortable voicing their needs and being reflected on the teaching methods (The RethinkEd Team, 2017). Additionally, instructional coaches can motivate teachers to build on their experiences. Combining teachers' experiences with the coaching process increases a personalized learning experience (The RethinkEd Team, 2017). Furthermore, when instructional coaches treat teachers as active and self-directed learners, improvements in teaching practices can lead to better student learning outcomes.
Teaching Strategies
Self-Directed Learning
Active Learning
Experiential Learning
Flipped Classroom
Problem-Based Learning
Collaborative Learning
Andragogy vs Pedagogy
Pedagogy
Andragogy
- Adult learners are self-directed
- Adult learners use their experience as a resource for learning
- Learning must be relevant to real life issues, problems, and tasks
- Adult learners need to know why they are learning something
- Adult learners are motivated to learn by instrinsic factors
(Pappas, 2015). The significance of andragogy on adult learning is that it cultivates lifelong learning, motivates adults to continue their education, and develops learners' skills throughout life, supporting continuous growth and development (Torres, 2024).
- Young learners are not self-directed and rely on the teacher throughout the process of learning
- Young learners have little personal experience; therefore they can't use experience as a resource for learning
- The subject decides the sequence of learning that will be presented and taught based on the unit
- Young learners are told what they will learn
- Young learners are motivated to learn by extrinsic factors
(Pappas, 2015).
Two Anadragogical Strategies
Strategy # 2: Feedback
Strategy # 1: Setting Goals
References
Conaway, W., & Zorn-Arnold, B. (2015). The keys to online learning for adults. Distance Learning, 12(4), 37-42. Hasanah, S. (2023, February 10). Top 7 effective teaching methods for adult learning. Digiformag. https://www.digiformag.com/en/teaching-methods/top-7-effective-teaching-methods-for-adult-learning/ Pappas, C. (2015, November 13). Pedagogy vs andragogy in elearning: can you tell the difference? eLearning Industry. https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference The Rethinked Team. (2017, March 15). Strategies for instructional coaching. RethinkEd. https://www.rethinked.com/resources/strategies-for-instructional-coaching/ Torres, B. (2024, April 5). Unlocking success: the benefits of andragogy in adult learning. Linkedin. https://www.linkedin.com/pulse/unlocking-success-benefits-andragogy-adult-learning-bruno-torres-cpy0f#:~:text=Andragogy%20fosters%20a%20culture%20of,supports%20ongoing%20growth%20and%20development.
Setting Goals
In adult learning, goals are directly connected to the learners' personal and professional goals, which increases enthusiasm and curiosity about the content (Atkinson, 2024).
Experiential Learning
A teaching method where learners gain knowledge and then put it into practice. Using simulations, field trips, and problem-based learning is a way for learners to develop meaningful experiences, enhance information retention, and strengthen engagement (Hasanah, 2023).
Problem-Based Learning
Learners apply their knowledge and skills to real-world problems that encourage critical thinking, creativity, and collaboration (Hasanah, 2023). Case studies, simulations, and project-based learning can produce an interactive learning experience that prepares learners for the workforce (Hasanah, 2023).
Self-Directed Learning
Learners set personal goals, create learning plans, and reflect on the outcomes, which allows them to take ownership of their learning progress (Hasanah, 2023). Self-assessments, goal-setting exercises, and reflective writing tasks are ways to cultivate learners' self-directed learning (Hasanah, 2023).
Need to Know
Need to know refers to adult learners realizing they need more skills and information to pursue their goals (Conaway & Zorn-Arnold, 2015). Adult learners question the need for specific information. If the information is not relevant, the learner may not see the need to learn it (Conaway & Zorn-Arnold, 2015).
Readiness to Learn
Readiness to learn refers to learners doing what it takes because the results will substantially impact their roles socially and personally (Conaway & Zorn-Arnold, 2015).
Feedback
Providing valuable and targeted feedback assists learners in improving their skills and recognizing their progress (Atkinson, 2024). Positive feedback can cultivate an environment of growth in which continuous learning can occur (Atkinson, 2024).
Active Learning
Learners participate in the learning process by promoting critical thinking and real-world application. Incorporating case studies, role-playing exercises, and group projects are examples of learning methods (Hasanah, 2023).
Self-Directedness
Self-Directedness refers to the ability to make independent choices and decisions with the understanding that the individual accepts responsibility for the outcome (Conaway & Zorn-Arnold, 2015). Furthermore, adult learners are believed to perform best in an independent, self-directed atmosphere (Conaway & Zorn-Arnold, 2015).
Experience
Experience refers to the adult learner relying on their own experience as a framework for growth through the extensive collection of knowledge over time (Conway & Zorn-Arnold, 2015).
Intrinsic Motivation
Intrinsic Motivation refers to adult learners wanting to increase the conditions of their life and their families (Conaway & Zorn-Arnold, 2015). Additionally, adults want to improve their financial position, personal growth and development, pride, and accomplishments (Conaway & Zorn-Arnold, 2015).
Flipped Classroom
Learners can access instructional lessons and materials before class (Hasanah, 2023). Educators can make pre-recorded instructional videos to deliver content that allows learners to watch them as often as needed (Hasanah, 2023).
Collaborative Learning
A teaching method in which learners work in groups to accomplish a common goal. By working in groups, members can approach shared goals, develop teamwork skills, share ideas, and learn from each other (Hasanah, 2023).
Orientation to Learning
Orientation for adult leaders is learner-centered and problem-centered (Conaway & Zorn-Arnold, 2015). Learner-centered refers to the idea of adults being self-directed and wanting to be autonomous when it comes to their learning, whereas problem-centered focuses on adults needing to apply the learning material in situations that are useful to them at the moment (Conaway & Zorn-Arnold, 2015).
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Transcript
Understanding Adult Learning Theories
Ja'nee Key College of Education, Grand Canyon University EDU-537: Leadership and Instructional Coaching Dr. Greg Finkbonner June 26, 2024
The Six Principles of Andragogy
01. Experience
02. Self-Directedness
03. Need to Know
04. Readiness to Learn
05. Orientation to Learning
06. Instrinsic Motivation
How the principals apply to instructional coaching
The principals apply to instructional coaching by promoting a collaborative environment that allows educators to feel comfortable voicing their needs and being reflected on the teaching methods (The RethinkEd Team, 2017). Additionally, instructional coaches can motivate teachers to build on their experiences. Combining teachers' experiences with the coaching process increases a personalized learning experience (The RethinkEd Team, 2017). Furthermore, when instructional coaches treat teachers as active and self-directed learners, improvements in teaching practices can lead to better student learning outcomes.
Teaching Strategies
Self-Directed Learning
Active Learning
Experiential Learning
Flipped Classroom
Problem-Based Learning
Collaborative Learning
Andragogy vs Pedagogy
Pedagogy
Andragogy
- Adult learners are self-directed
- Adult learners use their experience as a resource for learning
- Learning must be relevant to real life issues, problems, and tasks
- Adult learners need to know why they are learning something
- Adult learners are motivated to learn by instrinsic factors
(Pappas, 2015). The significance of andragogy on adult learning is that it cultivates lifelong learning, motivates adults to continue their education, and develops learners' skills throughout life, supporting continuous growth and development (Torres, 2024).- Young learners are not self-directed and rely on the teacher throughout the process of learning
- Young learners have little personal experience; therefore they can't use experience as a resource for learning
- The subject decides the sequence of learning that will be presented and taught based on the unit
- Young learners are told what they will learn
- Young learners are motivated to learn by extrinsic factors
(Pappas, 2015).Two Anadragogical Strategies
Strategy # 2: Feedback
Strategy # 1: Setting Goals
References
Conaway, W., & Zorn-Arnold, B. (2015). The keys to online learning for adults. Distance Learning, 12(4), 37-42. Hasanah, S. (2023, February 10). Top 7 effective teaching methods for adult learning. Digiformag. https://www.digiformag.com/en/teaching-methods/top-7-effective-teaching-methods-for-adult-learning/ Pappas, C. (2015, November 13). Pedagogy vs andragogy in elearning: can you tell the difference? eLearning Industry. https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference The Rethinked Team. (2017, March 15). Strategies for instructional coaching. RethinkEd. https://www.rethinked.com/resources/strategies-for-instructional-coaching/ Torres, B. (2024, April 5). Unlocking success: the benefits of andragogy in adult learning. Linkedin. https://www.linkedin.com/pulse/unlocking-success-benefits-andragogy-adult-learning-bruno-torres-cpy0f#:~:text=Andragogy%20fosters%20a%20culture%20of,supports%20ongoing%20growth%20and%20development.
Setting Goals
In adult learning, goals are directly connected to the learners' personal and professional goals, which increases enthusiasm and curiosity about the content (Atkinson, 2024).
Experiential Learning
A teaching method where learners gain knowledge and then put it into practice. Using simulations, field trips, and problem-based learning is a way for learners to develop meaningful experiences, enhance information retention, and strengthen engagement (Hasanah, 2023).
Problem-Based Learning
Learners apply their knowledge and skills to real-world problems that encourage critical thinking, creativity, and collaboration (Hasanah, 2023). Case studies, simulations, and project-based learning can produce an interactive learning experience that prepares learners for the workforce (Hasanah, 2023).
Self-Directed Learning
Learners set personal goals, create learning plans, and reflect on the outcomes, which allows them to take ownership of their learning progress (Hasanah, 2023). Self-assessments, goal-setting exercises, and reflective writing tasks are ways to cultivate learners' self-directed learning (Hasanah, 2023).
Need to Know
Need to know refers to adult learners realizing they need more skills and information to pursue their goals (Conaway & Zorn-Arnold, 2015). Adult learners question the need for specific information. If the information is not relevant, the learner may not see the need to learn it (Conaway & Zorn-Arnold, 2015).
Readiness to Learn
Readiness to learn refers to learners doing what it takes because the results will substantially impact their roles socially and personally (Conaway & Zorn-Arnold, 2015).
Feedback
Providing valuable and targeted feedback assists learners in improving their skills and recognizing their progress (Atkinson, 2024). Positive feedback can cultivate an environment of growth in which continuous learning can occur (Atkinson, 2024).
Active Learning
Learners participate in the learning process by promoting critical thinking and real-world application. Incorporating case studies, role-playing exercises, and group projects are examples of learning methods (Hasanah, 2023).
Self-Directedness
Self-Directedness refers to the ability to make independent choices and decisions with the understanding that the individual accepts responsibility for the outcome (Conaway & Zorn-Arnold, 2015). Furthermore, adult learners are believed to perform best in an independent, self-directed atmosphere (Conaway & Zorn-Arnold, 2015).
Experience
Experience refers to the adult learner relying on their own experience as a framework for growth through the extensive collection of knowledge over time (Conway & Zorn-Arnold, 2015).
Intrinsic Motivation
Intrinsic Motivation refers to adult learners wanting to increase the conditions of their life and their families (Conaway & Zorn-Arnold, 2015). Additionally, adults want to improve their financial position, personal growth and development, pride, and accomplishments (Conaway & Zorn-Arnold, 2015).
Flipped Classroom
Learners can access instructional lessons and materials before class (Hasanah, 2023). Educators can make pre-recorded instructional videos to deliver content that allows learners to watch them as often as needed (Hasanah, 2023).
Collaborative Learning
A teaching method in which learners work in groups to accomplish a common goal. By working in groups, members can approach shared goals, develop teamwork skills, share ideas, and learn from each other (Hasanah, 2023).
Orientation to Learning
Orientation for adult leaders is learner-centered and problem-centered (Conaway & Zorn-Arnold, 2015). Learner-centered refers to the idea of adults being self-directed and wanting to be autonomous when it comes to their learning, whereas problem-centered focuses on adults needing to apply the learning material in situations that are useful to them at the moment (Conaway & Zorn-Arnold, 2015).