Essay on A Look at Knowles' Andragogy Theory - Adult Learning Explored.

Andragogy theory was proposed by Malcolm Shepard Knowles in the year 19688. Andragogy primarily refers to the theory of adult learning that mainly details some of the ways through which adults learn differently from children. For instance, adults always tend to be ready to learn, internally motivated, and self-directed (Chacko, 2018). Therefore, instructors can draw concepts of andragogy to better improve adult education classes. During his research, Knowles identified that there are many differences in how adults learn as opposed to how children study (Ferreira et al., 2018). Primarily, his though surrounding andragogy mainly sought to capitalize on the unique learning strengths and styles of the adult learners.

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In the process, Knowles developed five assumptions about adjusting learners, which are self-concept, pas learning experience, readiness to learn, practical reasons to learn, and driven by internal motivations. The theory is moreover guided by four principles that Knowles identified, and instructors should consider when teaching adults (Ferreira et al., 2018). Firstly, adults are self-directed; this means that they have a say in the process and content of learning. Secondly, learning is mainly centered on solving problems instead of memorizing content (Chacko, 2018). Because adults are looking for practical learning, the content should be focused on issues that are related to their personal life and work. Lastly, since adults have much experience, therefore the learning process should be mainly geared towards improving the experience they already have.

The andragogy theory is mainly motivated by extrinsic factors, which mainly include establishing inclusion, developing a positive attitude, and enhancing meaning. Establishing inclusion mainly refers to allowing groups and people involved to work together to construct meaning, finding solutions, and applying skills. Adult's minds work best when they are, and they engage in practical skills (Chacko, 2018). This is important as it enables them to apply the skills they have acquired and improve on what the understand.

Moreover, the teaching process is mainly a social act, and the teachers need to be mindful of the emotional and social dynamics because they impact performance and learning (Cochran, & Brown, 2016). There are several strategies through which instructors can implement and create an inclusive environment, and they include examining the assumptions, model inclusive language, using diverse and multiple examples, and establishing ground rules for interaction (Ferreira et al., 2018).

Similarly, it is essential to develop a positive attitude. A positive environment is essential in any learning environment. A positive attitude creates an environment a learning ground where each individual, even the tutor, feels appreciated. These make the adults connect with the concepts that are being taught (Cochran, & Brown, 2016). Moreover, the tutor needs to come up with multiple methods of support, which may include video clips, checklist, and learning guides. Consequently, it can be through the provision of additional time to complete an assessment or task.

It is important to note that some learners doubt their ability and strategies to learn. The best way to help such individuals is through successful learning conditions (Ferreira et al., 2018). This happens mainly through controlling the pace of instructions and scaffolding learning tasks so that the learners can learn. Another important strategy that can be successful in educating adults according to the theory is including examples of success.

Importantly, enhancing meaning makes sure that the tutor and learner utilizes a variety of strategies to enhance student engagement (Cochran, & Brown, 2016). This can be through changing methods of instructions, changing interpersonal learning patterns, and changing materials used during instruction. The basic concept of learning is to understand the concepts but not memorizing. The adults have an existing base of life experience and knowledge (Sato et al., 2017). Primarily, they are seeking out continuous learning based on personal needs, wants, and interests.

Moreover, the adults understand that they are involved in the process of learning, meaning their motivational levels are high. It is essential and beneficial to let the adults organize themselves and workout things themselves (Sato et al., 2017). Therefore, the role of the instructor can be filled to mean an expert, peer, coach, or mentor.

Krathwohl's affective domain is mainly known for useful taxonomies. It is mainly based on the principle of internalization (Cochran, & Brown, 2016). The domain is presented in five stages, which are responding, receiving, valuing, organization, and characterization. In connection with the extrinsic motivators, Krathwohl's affective domain can be on crucial help. This is though looking at the five stages of the concept.

Receiving describes being aware of existing materials, ideas, and phenomena, and willing to tolerate them. For instance, this includes understanding to accept, listen, respond, and differentiate (Cochran, & Brown, 2016). Responding refers to the stage of commitment to small ideas, measures, and phenomena involved (Sato et al., 2017). This included to acclaim, to spend leisure time, and to follow. Valuing, on the other hand, refers to the ability to value the ideas and materials, and this can be through to subsidize, to debate, and relinquish (Cochran, & Brown, 2016). Organization involves relating the new value to those that internally consistent philosophy a brining harmony. Lastly, characterization sets the means of acting consistently with the values of the individual.

References

Chacko, T. V. (2018). Emerging pedagogies for effective adult learning: From andragogy to heutagogy. Archives of Medicine and Health Sciences, 6(2), 278. http://www.amhsjournal.org/article.asp?issn=2321-4848;year=2018;volume=6;issue=2;spage=278;epage=283;aulast=Chacko

Cochran, C., & Brown, S. (2016). Andragogy and the adult learner. In Supporting the success of adult and online students. CreateSpace. http://hdl.handle.net/20.500.11803/594

Ferreira, D., MacLean, G., & Center, G. E. (2018). Andragogy in the 21st century: Applying the assumptions of adult learning online. Language Research Bulletin, 32(11). https://d1wqtxts1xzle7.cloudfront.net/55974504/LRB_Ferreira___MacLean__2017.pdf?1520304004=&response-content-disposition=inline%3B+filename%3DAndragogy_in_the_21st_century_Applying_t.pdf&Expires=1595900893&Signature=Fx7d3N43aHjzgMdmIkqOPJODXBG-T2a-4tYMwKXUGXvRjb03IBnXrNs4ivr6taMCw6ihJngGZa4UX7QTKkIzO1kXTxj96KtwEOXYiF2FbPMQFodbPE8Y6i6CXBq4zSW3AgcwBKtRZX32Ic2Woo6uep~~Gf14pXgJoIl21mejQ5wSoIH~eF2pHk4-9rRinvqnFEik~EYo~ltxuwD9fe8YMdLk7ajeiRu-FmmHF6Sl7rm1KRVfUjRrklo~YEqhIg~dpNxfi9ocSXmxFNyk5mkW~KvHpR7rZWU3Qeer~k2ke3ZOcHzPzVbyFs0xjTj3GfgT~EKLDFqD0p~F3KgIF9Z-Ig__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Sato, T., Haegele, J. A., & Foot, R. (2017). Developing online graduate coursework in adapted physical education utilizing andragogy theory. Quest, 69(4), 453-466. https://doi.org/10.1080/00336297.2017.1284679