Defining and Evaluating Andragogy - Essay Example

Evaluating Andragogy al Affiliation Evaluating Andragogy Fidishun (n. d) defines andragogy as “a set of assumptions about how adults learn. Its roots can be traced back to Alexander Kapp, a German grammar teacher who used it to describe Plato’s educational theory” (Fidishun n.d). In general, sense, andragogy refers to all activities, techniques and initiatives put in place to help adults learn. The andragogic model specifies five issues that are considered and addressed in formal learning which include ensuring that learners have an important thing to learn and directing learners on how to help themselves through information. Others include relating topics to learners experience and helping learners overcome challenges and unwanted beliefs about learning. As stated above, the term was coined and first used by Alexander Kapp in 1833 in his book, Platon’s Erziehungslehre (Plato’s Educational Ideas). Even after Kapp introduced the word Andragogy, it took sometime before use because adult education was conducted at the time without any specific name given to it. however, Germany started establishing theories on adult education in the 1920s and the term was resurrected. Lindeman was the first person to introduce the term in USA after he traveled to Germany and engaged with the Workers Education Movement in 1926. He clearly identified the term as a reference to the methods used for teaching adults. However, this term was not used widely until years later (Fidishun, n.d.). The term also appeared in Britain in 1964 as introduced by Simpson in 1964 and promoted by Knowles between 1964 to 1980. from that period onwards, authors and scholars began using the term extensively in books and scholarly material (Knowles, Holton III & Swanson, 1998). The underlying philosophy directing andragogy was self-directed learning as clearly outlined by Knowles (1975). He outlined nine tenets under the philosophy that was meant to help adult learners be able to direct themselves towards learning. The philosophy is to encourage learners to achieve learning on their own and only seek a little help from tutors (Roessger, 2012). For andragogy to work, it was imperative that forms of teaching be established different from the other forms of learning to enable adults learn. This is because adults have many responsibilities that give them little time to attend classes or learn during the day in classes like other forms of learning. This is why technology has been of importance in andragogy for instance through online learning (Fidishun, n.d.). Therefore, it was imperative that andragogy be designed in a way that allows adults to learn during the time that they can get. There are different strategies and methods that are designed to ensure andragogy is implemented successfully. In my work place, there are several strategies put in place to meet the needs of adult learners. First, the organization has put in place a policy that allows adult learners to go for a study leave. This has been implemented in such a way that an employee can take a leave for several months depending on the length of study. However, this strategy is meant to benefit both the adult learner and the organization in the sense that when the adult leaner completes the course, he is bound to work at the organization for two years. This strategy has been developed in a way that only one employee in a department can be given a study leave at a time. Another strategy that has been implemented is through online study. The organization allows its workers to register for online courses but does not allow employees to conduct their online study during work hours. They are only allowed time during exam time and this only works when an employee informs the company in advance. To support adult learners, the organization rewards the employees with promotions or pay rise when they complete their courses and present their qualifications to the organization. This has helped adult learners in the organization to be motivated in their learning. Adult learning theory emphasizes the importance of the process of learning that adults go through. It encourages problem-based and collaborative approaches to learning rather than didactic approaches. The theory encourages the establishment of equality between the tutor and learner. It is important to integrate adult learning theory through practice. Adult learners engage in learning to improve skills and technique that can help them in their work places. Therefore, it is important that theory of adult learning be integrated into practice to help learners achieve their objective (Liao, 2006). The theory defines several learning principles of adult learning as defined by Knowles. Three out of these are important in translating adult learning theory through practice. These include adults being goal oriented, relevancy oriented and practical. Adult learning must prepare learners to become professional practitioners in their chose fields of practice. As such, andragogy appreciates the importance of classroom and field educational experience. Experience is the foundation of learning but does not lead to it. therefore, the use of active learning environment can promote the integration of adult theory of learning through practice. Active learning will entail using instructional methods that involve students engaging in activities and thinking about them. This will involve learners being involved in higher order thinking including analysis, synthesis and evaluation. Greater emphasis is placed on the need for learners to explore their attitudes and values regarding learning. Adult learners must also be engaged in activities such as discussions and observations. All these aspects involve activities that permit learners to question, consolidate, clarify and appropriate new knowledge (Wrenn & Wrenn, 2009). An active learning environment must encourage learner’s interest and participation in learning. Integrating theory through practice will involve educators encouraging learners to take risks by acknowledging their believes and attitudes about different aspects of learning. They should also communicate openly and subtly encouraging creativity in learners. There should also be an encouragement of real world learning where experience is followed by reflective thought and internal processing where learners are encouraged to link new information with previous learning. In this way, learning will occur in a cycle that includes action reflection and application. Constructivism is also important in integrating adult learning theory through practice in the sense that educators are not the main source of knowledge but learners are actively involved in searching for information (Wrenn & Wrenn, 2009). The application of adult learning theory will enhance the efficiency of my organization. As it has been stated earlier, experience is a foundation for learning but is not always a source of it. This means that learning must be gained from other places and supplemented by experience. Adult learning will definitely enhance efficiency in my organization. First, adult learning will ensure that workers who go through it are creative. Adult learning encourages self-directedness and thought among learners. This is not just done in the learning process but also further into professional practice. Therefore, the organization will benefit by having workers that can think critically and creatively and help in solving problems within the organization (Hatch, Feinstein, Link, Wadsworth & Richards, 2007). Adult learning promotes the human capital of individuals, which is beneficial to the organization. Social and personal development is also promoted in adult learning. This is important for the organization in the sense that teamwork is developed by individuals who come together for a common goal. Therefore, social and personal development as promoted by adult learning enables learners to integrate easily with others and work together for a common goal, in this case the organization’s objective and vision. Another important way that adult education will enhance effectiveness in the organization is through the skills and expertise that learners gain through learning. This helps them in professional realms to become constructive and bring about valuable contributions in the workplace through different responsibilities (Hatch, Feinstein, Link, Wadsworth & Richards, 2007). In conclusion, as stated above andragogy refers to all activities, techniques and initiatives put in place to help adults learn. It has developed over a long period with a philosophy that encourages learners to be self-directed both in learning and in their professional world. Adult education is thus significant in organizations in achieving effectiveness because of the knowledge and experiences that learners gain from adult learning. References Hatch, S. L., Feinstein, L., Link, B. G., Wadsworth, M. E., & Richards, M. (2007). The continuing benefits of education: adult education and midlife cognitive ability in the British 1946 birth cohort. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 62(6), S404-S414. Fidishun, D. (n.d.). Andragogy and technology: Integrating adult learning theory as we teach with technology. http://webpages.marshall.edu/~skeens24/ATE%20628%20Reflections/Unit%208/Andragogy%20and%20Technology.pdf Knowles, M. S., Holton III, E.F & Swanson, R.A (1998). The Adult Learner. Houston: Gulf Publishing. Liao, S. C. (2006). Creating learning scenarios: A planning guide for adult learners. Convergence 39 (1), 101-103 http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=30003131&site=eds-live Roessger, K. M. (2012). Toward an interdisciplinary perspective: A review of adult learning frameworks and theoretical models of motor learning. Adult Education Quarterly 62 (4), 371-392 http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ983007&site=eds-live Wrenn, J., & Wrenn, B. (2009). Enhancing learning by integrating theory and practice. International Journal of Teaching and learning in higher education, 21(2), 258-265. 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