Pro-Andragogy
Points that highlight our points of view
LEARNING
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
- 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
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
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
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.