Drew, C. (June 2024). The Six Principles of Andragogy (Malcolm Knowles). Helpful Professor. https://helpfulprofessor.com/principles-of-andragogy/
(Hogue, 2019)
Introduction
According to Malcolm Knowles, Andragogy, also known as Adult Learning Theory, is the art and science of helping adults learn (Moll, 2024). This theory states that adults must be actively involved in the formation, delivery, and assessment of their own learning programs (Storm, 2023). It encourages a collaborative and reciprocal relationship between the educator and the learner, where learning is seen as a shared journey of discovery rather than a one-way transmission of knowledge. It involves engaging adults in the learning process by recognizing their existing knowledge base and structuring learning experiences that are relevant to their immediate personal and professional contexts (Kharbach, 2024).
Andragogy Principles
Knowles developed his andragogical system based on the following six principles:
Need to Know - Adults need to know why, benefits of knowing and what why risk by not knowing it.
Self-Concept - Adults flourish in independent learning environments; being responsible for their own decisions and taking ownership, self-direction
Experience - Adults learn best through prior experience
Readiness to Learn - For adults to develop a readiness to learn, they need to know the impact the topic they’re learning will have on their personal lives, careers, or sociability
Orientation to Learning - Adults will learn better when the topic is problem- oriented instead of content-oriented
Motivation to Learn - Adults are motivated by internal elements - not external pressures
A key attribute of andragogy is self-directed learning, defined by Knowles as a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing, and implementing appropriate learning strategies, and evaluating learning outcomes (Blaschke, 2012). For example, making the decision to enroll in a master’s program or deciding to take a course online vs in person.
(WL T, 2016)
Self-efficacy and Self-regulation
Self-efficacy and self- regulation are two concepts that are related to an individual's learning and performance. Self-efficacy refers to an individual’s belief that he or she can learn or carry out actions at certain levels, whereas self-regulation refers to self-generated thoughts, feelings or actions that are systematically designed to affect learning (Ha, 2021). The use of self-regulatory skills increases an individual’s feelings of efficacy about learning and performing well, which in turn leads to increased motivation, effort, persistence, and learning (Fuente, et al., 2022).
Self-Efficacy and LMS
Self-efficacy is a learner’s judgment of their own capabilities for a specific learning outcome (Martin, et al., 2010). There are four sources of self-efficacy: the self-beliefs of learners are formed from mastery experience (performance on previous similar tasks); vicarious experience (modeling, or the observation of others' performance on similar tasks); verbal persuasion (feedback from significant others); and physiological and emotional reactions (e.g., anxiety) to specific tasks (Martin, et al., 2010). It is suggested that self-efficacy beliefs are based on the reflection and interpretation of past performance. For example, if the learner perceived a particular performance as successful, it would tend to raise self-efficacy beliefs related to that performance. However, those experiences perceived as unsuccessful will tend to lower self-efficacy beliefs (Martin, et al., 2010). Goals can be emotionally based, as in wanting to feel good about oneself (Reiser & Dempsey, 2018). These are tied to our feelings and well-being. For instance, wanting to feel confident. When we set goals, they often reflect our desires, values, and aspirations. Understanding the emotional aspects behind our goals can lead to more meaningful and fulfilling achievements.
It was found that learners who feel they have a sense of weakness in self-efficacy are more easily frustrated in performing any computer tasks as compared to those who have keen sense of self-efficacy (Alshammari, 2020). While knowing how to use a computer and the internet are
important skills when taking an online class, the class itself is typically delivered on a platform
that can either facilitate or hinder access to the course material (Martin, et al., 2010). For example, a Learning Management System (LMS) is a technology platform used to deliver online learning. The LMS can facilitate learning through efficient access to learning materials, providing immediate feedback to learners through online assessments and improved communication between a learner and instructor through discussion forums and email (Martin, et al., 2010).
A study was conducted to examine factors such as self-efficacy and how it influenced the learners’ usage of an LMS. The results indicated that learners with a higher self-efficacy find LMS easy to use and useful when it is compared with learners with lower self-efficacy. In other words, learners who are confident in their skills when dealing with LMS, such as knowing the LMS functions, operating the LMS features, dealing with the learning contents, etc., find LMS easy to use and useful technology and experience less complexity with using it (Alshammari, 2020). This can be justified by the theory of Bandura, who stated that higher self-efficacy leads to a more active process of learning. Students who have more self-efficacy on using LMS find it easier, and they will be more likely to use it (Alshammari, 2020). It is important to understand that for these learners to become skillful in using LMS, focusing on training, support and communication is essential. This will help the learner to be more comfortable and familiar with using the LMS. It will also assist learners that have a basic understanding of the LMS features to be confident in dealing with the advanced LMS capabilities (Alshammari, 2020).
Although the techniques involved in adult learning have evolved since Knowles theory, many of his principles still apply today. The role of the instructor in an andragogical approach is to show learners how to find information, relate information to the learners' experience, and places a focus on problem-solving within real-world situations (Blaschke, 2012).
References
Blaschke, L. M. (2012). Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning. International Review of Research in Open and Distance Learning, 13(1), 56–71. Retrieved from EBSCOhost: https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=16&sid=74057144-c318-4fcd-b840-b9b8775eeca0%40redis
Fuente J., Martínez-Vicente J.,, Santos, F., Sander, P., Fadda, S , Karagiannopoulou, E., Boruchovitch, E., Kauffman D., (2022). Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts. Frontiers in Psychology. (13).
Ha, N. T. D. (2021). An Attempt to Investigate the Correlation between Online Self-Regulation and Self-Efficacy in English Learning. MEXTESOL Journal, 45(4).
Kharbach, M. (2024, May 10). What is andragogy?. Educators Technology. https://www.educatorstechnology.com/2024/05/what-is-andragogy.html
Livingston, M. & Cummings-Clay, D. (2023). Advancing Adult Learning Using Andragogic Instructional Practices. International Journal of Multidisciplinary Perspectives of Higher Education, 8(1), 29-53. Retrieved from EBSCOhost: https://files.eric.ed.gov/fulltext/EJ1386100.pdf
Martin, F., Tutty, J. I., & Su, Y. (2010). Influence of Learning Management Systems Self-Efficacy on E-Learning Performance. Journal on School Educational Technology, 5(3), 26–35. Retrieved from EBSCOhost: https://files.eric.ed.gov/fulltext/EJ1102894.pdf
Moll, I. (2024). A Psychological Critique of Knowles’ Andragogy as a Theory of Learning. Studies in Adult Education & Learning / Andragoška Spoznanja, 30(1), 151–170. Retrieved from EBSCOhost: https://doi.org/10.4312/as/16396
Hogue, R. (2019). Principles of Andragogy. [Video]. YouTube. https://youtu.be/UgNeWsbKDUY?si=DMEUzXFN0luUEAyx
Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in Instructional Design and Technology. Pearson.
Storm, A. (2023, June 21). Principles of Andragogy: Theory, Examples, and Implementation. Thinkific. https://www.thinkific.com/blog/principles-andragogy/
WL T. (2016). Bandura's Self-Efficacy Theory. [Video]. YouTube. https://youtu.be/QyhhXuWHQLM?si=NbguSV7k0O55f-8L
Ashleigh Henderson
August 17, 2024
Application of Andragogy Principles
As an educator, I am excited to see this post addressing Andragogy, which focuses on adult learning. Meanwhile, I’ve spent years learning, analyzing, and incorporating pedagogy. Understanding and connecting these concepts and reflecting on the comparison and contrast between them is refreshing. The blog post effectively introduces and applies Malcolm Knowles’ six principles of andragogy, which are crucial for adult learning. The principles Need to Know, Self-Concept, Experience, Readiness to Learn, Orientation to Learning, and Motivation to Learn are outlined in a way that highlights their relevance to the learner's context and prior experience, which is a meaningful connection that an adult learner needs to build strong self-efficacy. This aligns well…
This post contains a case study about andragogy and how it affects self-efficacy in learning systems. I am grateful for the time spent at the beginning of the post to define and characterize andragogy, as it is a term and concept that I had not previously encountered. There are supporting points throughout this blog post that can be clearly tied back to the engagement systems found in this week’s reading from Trends and Issues in Instructional Design and Technology.
Self-Regulation
As indicated by the title, a large portion of this case study is concerned with self-efficacy, the belief an individual has in their ability to achieve their specific goals. Adults tend to have already developed some level of personal discipline…
Hello Delita, I found your post useful for the area of instructional design I am interested in: designing for adult learners. It makes a lot of sense to me that learners with high self-efficacy would be more open to technology and, therefore, using LMS more readily.
Control
In going back to our text, one of the key concepts “related to building confidence in mastering learning tasks is that of control. The belief or actuality of having control over a situation underlies many of the psychological constructs in this category” (Keller et al., 2013, p. 81). I found a useful article that supports this same idea. In this article, the authors surmise that “students who are confident in their skills when…
Good afternoon, Delita.
Your case on Andragogy principles applied to self-efficacy in the LMS was interesting. The subject was fairly new to me, and I learned quite a bit. Giving the students more control in the learning journey makes sense, especially with adult learners. I found an article by Khiat and Vogel in the Journal of University Teaching & Learning Practice. They discuss research on self-regulated LMS and how it can enhance performance, motivation and reflection (Khiat & Vogel, 2022). On page 44 they dig into technology enabled self-regulated learning. They suggest that self-regulated learning is something that can be taught to students through various methods. I think you would find it interesting. The results of research question #3 are…