Entry
One:
Quote:
|
|||
Section:
|
Assumptions
About Adult Learners
|
Ch. 3
|
Andragogy:
The art and science of helping adults learn
|
Objective:
In this section of the text we
are looking at andragogy, meaning ‘to help adults learn.’ The quote that I have
chosen in this section comes from Knowles in his description of his sixth
assumption about adult learners. It should be noted that this assumption did
not appear in his published, preliminary work of 1968, but appeared in his
later, 1984 work. Thus, this finding suggests that it reflects his ongoing
research in this field, and his revised hypotheses on andragogy.
The idea of Andragogy was first
proposed by Alexander Kapp in 1883, and further developed by Eugen
Rosenstock-Huessy. However, we are looking at Malcom Knowles, because he
developed the Andragogy Principles. It is the first principle that was used for
this journal entry. It should be noted that Mr. Knowles later changed his ideas
about Andragogy in his 2007 work to suggest that the principles could be
applied to younger learners as well. Although Andragogy usually only applies to
adult learning, it works on a sliding scale from the ideas of pedagogy,
depending on the maturity and responsibility of the learner.[2]
The text goes on to further
detail on this assumption in the section, The Need to Know on page 55. It
states that this need, is directly proportional to the motivation that the
learner experience for the subject. Irrelevant subjects are not needed to know,
and thus there is little motivation to learn them. However, if the social
content of the subject is important to the learner, their motivation to learn
the subject is noticed. An example of a childless adult has little need to know
about child rearing, and thus has little motivation to learn about it.[3]
Reflective:
I chose this quote for my first
quote in the book, as I can see it relevance directly in my perspective on
learning. I am in in need to validate my experience with this course, so I have
taken it. Further, I could also sympathize with the example on child rearing. I
have a child that I wish I knew more about, so I definitely have a need to know
about this subject. This idea of looking at our own learning as an adult is
also mentioned at the end of this chapter
Interpretive:
The
ideas put forth in the Andragogy principles are not absolute, but are suggested
ways in how to proceed with respect to more mature learners. Knowles, as was
stated in the objective, observed varying degrees of andragogy principles that
could be observed in younger learners, as well as pedagogy principles still
displayed in older learners.2 Never the less, with more mature
learners, the need to understand why something is learned is more important.
The more mature learner has to make scheduling choices and evaluate whether
learning is needed or more importantly, whether the learner has the resources
to invest in this endeavour. In other words, “can I afford to take this
training,” or conversely, “can I afford not to take this training?”[4]
This suggests that mature learners need to know what and why they are learning.
In contrast to grade school, where students are told what they will learn,
mature learners need more information prior to being able to commit to a
training program.
Decisional:
With this insight, it is obvious
that mature students have to be more involved in the learning process. There
are three particular aspects that can be looked at here.
1. Understanding
the relevance of the course material with respect to the learner. In this case,
the mature learner needs to know how this will benefit them.
a.
If it is a course for pleasure, then a casual
amount of effort might be expected.
b.
If it is essential training for a job, then it
will be addressed more seriously.
c.
If it is optional training, then a measure of
the benefits against the costs (time and resources) may be a deciding factor.
To facilitate
this, course outlines, and orientations at the beginning of a program is
essential to better facilitate the learner two how they will perceive the
relevance of the course material. At present all of my programs have this with
a course outline (detailing all the student’s obligations), syllabus (detailing
all the material covered in the course), and orientations. There are also
weekly emails with updates and further instruction by the training staff.
Pre-evaluations of the candidates to make sure that the program is needed by
the learner, and how it would benefit them is lacking in our college. This is
something that I would like to pursue.
2. Feedback
will be more important, as it will justify the relevance of the learning.
a.
Positive feedback with detailed action plans
will help students realize their objectives in their learning plan
b.
Negative feedback without explanations as to how
to proceed will render the student passive and more likely to display traits
similar to pedagogy, rather than andragogy.
To facilitate
aspect in the learner’s need, a form of feedback after the completion of work
they have performed. At my college we utilize several feedback and review of
work techniques. Students are given feedback on what they did right, and how to
improve the areas that they were not successful in. We go under the concept
that no one actually fails, but may not be competent in the skill at that time.
We do not as of yet help the learning journey by action plans in the training
plan, bespoke for the learner. However, I have suggested this to the
administration.
3.
Input in the way in which the program is
delivered.
a.
Mature students need to have an active role in
the learning process in order to help them understand what is being taught
b.
Feedback from the learner will help develop a
program to better suite the needs of the learner
We have several feedback
mechanisms in our college. One being the semester feedback review. Although,
feedback is also received upon performance review by the instructor to the
learner. During orientation, learners are asked to develop how they wish to
learn. We have a student council in the college, but I think they could do more
in finding out how to better accommodate the student’s needs.
[1]
Knowles,
M. S.(1984). The adult learner: A neglected species (3rd ed.). Houston: Gulf.
[3]
Merriam S.B. & Bierema, L. L
(2014). Adult Learning: Linking Theory
and Practice. Wiley & Sons.
[4]
Knowles, M. S. (1989). The making of an adult educator:
An autobiographical journey. San Francisco: Jossey-Bass.
No comments:
Post a Comment