Models of Andragogy

Models of Andragogy
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Models of Andragogy
Malcolm Shepherd Knowles, an American educator, introduced adult education or andragogy in 1968. According to him, andragogy refers to the science of adult learning. Knowles came up with various assumptions about adult learners. They include self-concept, readiness to learn, adult learner experience, motivation to learn, and orientation to learning. In particular, adults should be allowed to participate in planning and evaluating the instructions. In addition, the experience offers the basis for learning activities. Knowles realized that adults are usually interested in learning things that have a direct impact on their lives or careers. Besides, adult learning is not content-oriented but problem-centered. Since adults have passed the mature developmental phase, they take part in directing and planning their learning. The paper synthesizes the theory of experiential learning and the Akin/Pearl/Clawson model and shows how these two models influence the practice of andragogy.
A Research-Based Description of the Experiential Learning Theory (ELT)
David Kolb introduced the theory of experiential learning in 1984 (McLeod, 2017). The individual was influenced by the concepts developed by Kurt Lewin, Jean Piaget, and John Dewey. Kolb argued that people acquire knowledge through the transformation of their experience. The four primary phases of experiential learning include concrete experience (CE), abstract conceptualization (AC), reflective observation (RO), and active experimentation (AE) (Morris, 2020). Figure 1 below shows the cycle of Kolb’s experiential learning theory.


Figure 1: Phases of Kolb’s Experiential Learning Theory (Source: /employees/centre-for-teaching-learning/experiential-learning/experiential-learning-theory)
In the concrete experience stage, learners are encouraged to try a new experience. The reflective observation phase is where students reflect on their past experiences from distinctive perspectives by considering multiple factors, such as the context, environment, stakeholders, and outcomes. In abstract conceptualization, learners integrate their experience into existing knowledge schemas, leading to the formation of a new concept (“Experiential Learning Theory,” n.d.). In other words, reflecting on the experience leads to the rise of new ideas or the modification of existing concepts, which makes an individual learn something new. In the active experimentation phase, learners hypothesize by trying to apply a new lesson to solve problems or make decisions. Students use the knowledge they have obtained in real life. Notably, effective learning occurs when learners undergo these four stages.
Lori Fewster-Thuente and Tamzin Batteson depict that ELT offers a solid theoretical underpinning that educators should apply to teach interprofessional competencies (Fewster-Thuente & Batteson, 2018). Based on Kolb, learning is an integrated process, and each phase is crucial since it mutually supports others. Adult learners can enter the ELT cycle at any stage and follow through with it logically. Different people prefer dis...