UGC NET: Andragogy in Education

Theory of Andragogy
Self Directed Learning
Dynamic Model of Self Directed Learning

1. UGC NET Paper: II nd Point 7: PEDAGOGY Topic: Andragogy in Education Dr. Pooja Walia Assistant Professor Department of Education Mizoram University

2. Outlines of the presentation Concept of Andragogy in Education Meaning, Principles, Competencies of Self Directed Learning Theory of Andragogy(Malcolm Knowles) The Dynamic Model of Learner Autonomy

3. Concept of Andragogy in Education The essential meaning of the concept of andragogy has to do with adults. The Greek, aner (genitive andros), means “man”, while agein means “to lead”; so andragogy means “leading men,” which can be paraphrased as “leading adults”. Mohring (1989) believed that the basis of the concept should be the Greek, teleios, denoting adults of both sexes. However, the concept of andragogy has been maintained, and it holds a meaning that includes adults of all genders.

4. Definition of Andragogy Andragogy can be defined as an approach i.e. the total embodiment and expression of a philosophy of education for adults. This approach is aimed at enabling people to become aware that they should be the originators of their own thinking and feeling. Adult education works on the principle of intrinsic motivation, active participation, liberated thinking, self direction etc.

5. Concept of Andragogy The individual who contributed the most to making andragogy known was the American Malcolm Knowles. His book, The Modern Practice of Adult Education: Andragogy versus Pedagogy made the concept known in the United States (Knowles, 1970). Knowles defined andragogy as “the art and science of helping adults learn”. This was a narrower approach than the one that was prevalent in Europe up to that time. Knowles’s andragogy was, to some extent, very practically oriented. In general, one could say that he explained andragogy with a set of assumptions about adult learners and made some recommendations concerning planning, directing, and evaluating adults learning.

6. Characteristics of Adult Learner (1) Self Concept: Their self-concept moves from one of being a dependent personality towards being a selfdirected human being; (2) Adult Learner Experience: They accumulate a growing reservoir of experience that becomes an increasingly rich resource for learning; (3) Readiness to Learn: Their readiness to learn becomes oriented increasingly towards the developmental tasks of their social roles; (4) Orientation to Learning: Their time perspective changes from one of postponed application of knowledge to immediacy of application, and, accordingly, their orientation towards learning shifts from one of subject-centeredness to one of performance-centeredness; (5) Motivation to learn: As a person matures, the motivation to learn is internal;

7. Principles of Andragogy Adults learn best when they are involved in diagnosing, planning, implementing, and evaluating their own learning. • The role of the facilitator is to create and maintain a supportive climate that promotes conditions necessary for learning to take place. • Adult learners have a need to be self-directing. • Readiness for learning increases when there is a specific need to know. • Life’s reservoir of experience is a primary learning resource; the life experiences of others add enrichment to the learning process. • Adult learners have an inherent need for immediacy of application. • Adults respond best to learning when they are internally motivated to learn.

8. Principles of Andragogy When Malcolm Knowles updated his theory of andragogy in 1984, he also suggested that there were four principles that should be applied to all adult learning. 1. Planning. Adults need to be directly involved in the planning of their learning opportunities and benefit more from each experience when they can also be involved in the evaluation of their instruction. 2. Experience . Adults often learn directly from their personal experiences, including the mistakes that they may make. These personal experiences become the foundation for all current and future learning opportunities. 3. Relevance. Adults prefer to learn about subjects or information that have an immediate relevance to them. This means the most effective learning occurs when there is a direct impact on an individual’s career or in their personal life. 4. Content. Adults learn from a problem-centered perspective instead of being content-oriented, which is typically the perspective of a child-based curriculum.

9. Theory of Andragogy(Malcolm Knowles) Malcolm Knowles recognized that adults are able to learn better when they have an active role in their own education. This goes beyond the completion of an assignment or an ability to work with a team of fellow students. Adults learn better when they are an integral part of curriculum development. When the classroom environment offers multiple methods of providing feedback, adult learners are able to focus more on the activities, materials, and exams that are required.

10. Theory of Andragogy(Malcolm Knowles) Knowles also recognized that adults learn better through practical application and practice. Instead of sitting in a classroom and memorizing information, adults need to be in real-world settings applying the concepts that are being learned. When these concepts are able to translate to their personal life or give them an advantage in their career, then even more of the information being provided to them will be retained.

11. Self Directed Learning Self Directed Learning It is a process in which individuals take initiative, with or without the help of others, to diagnose the learning goals, identify resources for learning, select and implement learning strategies & evaluate learning outcomes. According to BOLHUIS Self Directed Learning views learner as responsible owners and managers of their own learning process. Self Directed Learning integrate self management with self monitoring.

12. Process involved in Self Directed Learning Self- Motivation Self- Management Self Monitoring Self Modification

13. Competencies of Self Directed Learning Goal Setting Skills Processing Skills Decision Making Skills Self Awareness Content Competence Cognitive Skills

14. Learner Autonomy Learner Autonomy means learner’s growing independence & responsibility to self direction in the learning process. Components of Learner Autonomy: There are four components of learner’s autonomy; Cognitive and Meta Cognitive Component Affective and Motivational Component Action Oriented Component Social Component

15. Components of Learner Autonomy Cognitive and Meta Cognitive Component Knowledge, awareness and Learner’s Intelligence Affective and Motivational Component Feelings, Emotions, Motivation & Willingness Action Oriented Component Skills, Learner’s Behaviours & Decision Social Component Learning with Parents, Friends and Teachers

16. The Dynamic Model of Learner Autonomy

17. The Dynamic Model of Learner Autonomy It refers to sum up the components of learner’s autonomy in terms of learner’s competencies, skills, choices and decision making process. It is all about the management of own learning of individual It is structurally dynamic because each component is directly related to all the others . It is functionally dynamic, because learners can decide to enter the model from any component and to move freely from one component to another without following a given path, according to their need and purpose.

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