Chapter 5 Motivating the Adult Learner
5.2 The Andragogical Model within Blended Learning Contexts
Knowles et al. (2011) claim the Andragogical Model and the six core principles on which it is based provides an insight into adult learning. These learners bring previous knowledge, viewpoints, and life experiences (Knowles et al., 2011) to face-to-face and online learning environments. It is important to apply flexibility when applying the Andragogical Model and the context of study drives the teaching and learning strategies to be adopted (Knowles, 1984: 418). This latter point was included by Knowles et al. (2011: 146) in their Andragogy in Practice model which included the six core principles, but included consideration of goals and purposes for learning and individual and
situational differences, and these are evaluated in this research study. The Model
recognises “the lack of homogeneity among learners and learning situations, and illustrates that the learning transaction is a multifaceted activity” (Knowles et al., 2011: 146). This stresses the model is not a set of strict criteria but a set of premises through which to consider adult learning.
Knowles’ notion of Andragogy has been one of the most widely cited concepts in adult education literatures (Kember, 2007; Jarvis, 2012). Knowles was part of the development of learning theory that brought learners’ experiences to the fore, although, he did not explore how adults actually learn, or discuss the nature of their experiences (Jarvis, 2012: 135). Andragogy is an ideal position on which adult learning should be based (Hartree, 1984), particularly in terms of developing students capable of self-
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directed learning who are able to manage with limited tutor input (Kember, 2007: 89). This is pertinent for this research study as the day school model of delivery offers less face-to-face tutor/learner contact than traditional teaching approaches. However, for effective learning, for both children and adults, tutors should respond to the different experiences of their learners (Jarvis, 2012: 142). In the context under investigation, learners’ work experiences are relevant.
The Model’s core principles are now analysed to further scrutinise their value in evaluating adult learning within blended contexts. The Andragogical Model’s core principles are:
need to know: adults need to know why they are learning a topic before learning commences;
learners’ self-concept: adults need to be responsible for their decisions on education;
role of learners’ experiences: adults use experiences as the basis for learning activities;
readiness to learn: adults are more interested in learning if there is an immediate relevance to work;
orientation to learning: adult learning is problem-centred rather than content orientated;
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The tutor can facilitate Andragogical learning, both in face-to-face and online environments, by adopting strategies within their modules to address the core principles. Adult learners need to know the reason for learning a topic is particularly relevant for this research as learners are studying vocationally relevant programmes. This core principle overlaps with readiness to learn as this type of self-directed learner, in general, wants to know the relevance of their study to their work context. Tutors can clearly articulate the relevance of modules and establish clear goals and purposes for learning, both in relation to the course and general work contexts, usually at the first day school, but also in online environments. Adults often want to be passive in the learning process (Knowles et al., 2011: 63) but treating adults in such a manner can cause tensions considering their need to be self-directing and Knowles et al. (2011: 63) referred to this as the learners’ self-concept. A significant number of learners surveyed in this research are non-traditional university entrants, who may not have experienced formal education since school and may feel more comfortable in passive learning environments. As Knowles et al. state:
as adult educators become aware of this problem, they make efforts to create learning experiences in which adults are helped to make the transition from dependent to self-directing learners. (Knowles et al., 2011: 65).
To address this, tutors can give appropriate consideration to academic skills and robust learner support mechanisms, however, these issues have to be addressed in both face- to-face and online environments. The structuring of such support and the encouragement of learners to utilise it can be a challenge for blended learning tutors
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(Smith, 2004: 31). Both formative and summative assessments provide an opportunity for tutors to consider the core principles, the role of the learners’ experiences and
orientation to learning, by allowing students to contextualise their learning to ensure its
relevance to the workplace. Assessment strategies could include case method, problem solving and peer support as a means of integrating learner experiences (Knowles et al., 2011: 64), and the use of such methods is explored within this research.
The core principles outlined above are largely fulfilled within the modules under investigation in this research study. Learners have chosen to study vocationally focussed degrees which allow the relevance of curricula to be apparent. Although tutors may be constrained by summative assessment requirements, they could allow learners to be responsible for choice of assessment, develop problem-centred tasks, and relate theory to practice. Further, formative assessment tasks can be utilised, in both face-to-face and online environments, which meet the needs of adult learners. The analysis of core principles has been instructive for this research study in highlighting important factors for adults, with appropriate assessment strategies, based on Andragogical principles, appearing important for encouraging self-directed learning.