Pro-Andragogy

Points that highlight our points of view

By: Alison Jackson, Delois Gittens, Iyanuoluwa Akinrinola and Janet Young-Garner

LEARNING

Andragogy:
  • Predominantly self-directed

  • Desire for immediate application and relevance (problem-centred)

  • Greater awareness of individual learning needs

  • Learning experiences can be either individual or situational

  • Have specific goals and purpose for learning


Pedagogy:

  • Dependent upon the instructor for learning

  • Teacher assumes responsibility for what is taught and how it is learned

  • Implied application for further down the road (eg. further education and jobs)

  • Learning experiences are situational (learning a specific activity for a specific situation)

INFLUENCE OF LEARNERS EXPERIENCE

Andragogy:
  • Brings a greater volume of experience to the learning


Pedagogy:

  • Comes to the activity with limited experience (with the exception of those adults who require a pedagogical approach)

LEARNER READINESS

Andragogy:
  • Attendance by choice

  • Learner’s need to learn influences their readiness (just-in-time learning)

  • Able to identify information gaps (generally know what they don’t know)

Pedagogy:
  • Mandatory attendance required (stricter rules)

  • Extrinsic motivation for learning (parental direction, need to graduate)

  • Generally don’t know what they don’t know

MOTIVATION FOR LEARNING

Andragogy:
  • Intrinsic motivation for learning (self-esteem, confidence, recognition)

  • Based on individual context/reasons (i.e individual - individual development goals, institutional - company benefits from learning activity, or societal growth - people putting knowledge into action making change happen)

Pedagogy:
  • External factors (grades, incentives)

ROLE OF EDUCATOR

Andragogy:
  • A facilitator

  • Learns alongside the students

Pedagogy:
  • Designs the learning process, determines material

References

EdTech Team. (n.d.). Awesome Chart on "Pedagogy vs Andragogy". Retrieved September 2015, from Educational Technology and Mobile Learning : http://www.educatorstechnology.com/2013/05/awesome-chart-on-pedagogy-vs-andragogy.html


Henschke, J. A. (2008). A Global Perspective on Andragogy: An Update . American Association for Adult and Continuing Education [AAACE] Conference , 1, pp. 43-94.


Merriam , S. B., & Brockett, R. G. What Counts as Adult Education? In S. B. Merriam, & R. G. Brockett, The profession and practice of adult education (pp. 3-26). San Francisco, United States: Jossey-Bass Publishers.


Swanson, R. A., Holton, III, E. F., & Naquin, S. S. Andragogy in Practice: Clarifying the Andragogical Model of Adult Learning. Performance Improvement Quarterly , 14 (1), 118-143.