Theories of learning Essay

This assignment will address andragogy – a theory of learning.

To get this done it will focus on the specific parts of andragogy and compare them to other theories of learning. The theory of andragogy has existed for nearly two centuries plus the findings are particularly linked to the operate of Malcolm Knowles. The judgements will be related to any potential problems of students in degree. The theory of adult learning is a “dynamic area of exploration and theory building. ” (Merriam, 2008 p2).

Malcolm Knowles talks about that “andragogy assumes the fact that point at which an individual accomplishes a home concept of vital self-direction is a point from which he psychologically becomes adult. ” (As cited simply by Atherton M. S, june 2006 p1). Knowles (1970) recognizes andragogy being a contrast to pedagogy (the teaching of children) which in turn he says is known as a “teacher focused form of education, long regarded as appropriate for children’s learning, and [andragogy] a learner-centred a single, now seen as particularly relevant for nontraditional adult students. ” (Bartle, 2008 p1). Knowles talks about andragogy as the “art and science of helping adults learn” (as cited simply by Bartle, 2008 p1).

This individual also states that “adults were self-directed, problem solving scholars whose lifestyle experience constituted a significant study aid. Thus instead of the traditional hierarchical relationship involving the teacher and pupil, the adult student participates totally in his or perhaps her education, influencing the curriculum and determining learning objectives. “(Bartle, 2008 p1) Knowles’ assumptions are primarily based around five key facts: 1 . Self-concept: as being a person matures his concept moves from a single of being a dependant individuality toward certainly one of being a self-directed human being 2 . Experience: As being a person matures he accumulates a growing tank of knowledge that turns into an increasing source of learning. a few. Readiness to find out.

As a person matures his readiness to master becomes directed increasingly towards the developmental responsibilities of his social functions. 4. Positioning to learning. As a person matures his time point of view changes from one of postponed application of understanding to immediacy of app, and appropriately his positioning toward learning shifts from of subject- centeredness to a single of problem centredness.

5. Motivation to find out: As a person matures the motivation to master is inner (Knowles 1984: 12) (As cited by Smith Meters. K, mil novecentos e noventa e seis; 1999 p1) Each of these assumptions comes underneath considerable issue. His notion of self-concept implies that all adults move coming from dependant to self-directed learning and that they must be responsible for their particular decisions. Adults need to be treated as competent of self-direction (Smith M. K, 1996; 1999). The star believes that adults ought to participate in designing their own advancement tasks as well as the educator will need to help to focus on the desired goals and provide concepts, resources and feedback to guide towards improvement (Knowles, 1970).

The next point explains the fact that adults find out effectively through “experimental approaches of education such as discussion posts and issue solving” (as cited by Smith M. K, 1996; 1999 p3). Sometimes fresh learning in inappropriate, specially when large amounts of new information are essential and the decision must be produced as to what has been learnt before you make judgements (Smith M K, 1969; 1999) It could be contended that diverse experiences could possibly be bias and presumptuous. Knowles third assumption regarding openness to learn emphasises the place when the importance of study becomes clear to undertake a particular process.

It could be construed as adults learn points that are valuable rather than interesting or interesting – can we not learn some things exclusively for sheer pleasure? (Smith Meters. K, 1969; 1999). It has also been contended by Dewey (1993) that “literature on reflection (e. g. Boud et ‘s 1985) would support the argument that age and amount of experience makes no educational difference” (cited by Jones M T, 1996; 1999). If this is the truth then Knowles assumptions on the difference among andragogy and pedagogy happen to be queried. For orientation to learning The star sees this kind of as trained rather than normal learning (as cited by Smith Meters.

K, 1996; 1999). This individual states which the educator should certainly ensure the adults desire to have growth and anticipated the desired info is clear, personal and genuine. He likewise expresses that adults are goal orientated in their learning (Knowles 1970). In his final point The star (as reported by Bartle, 2008) suggests that as adults the determination to learn becomes internal, enquiry based and directed by learner. He also suggests that as adults the relationship involving the educator as well as the learner is definitely one of common responsibility the place that the educator is seen more as being a guide or coach.

Lifespan experiences with the learner will be respected by the educator who becomes “a colleague who have contributes to the learner’s self-pride and sense of accomplishment” (Knowles, cited by Bartle, 2008 p4). This makes a setting to aid the mature realise their full potential and push towards totally independent learning. In comparison to angragogy the constructivist theory of learning, as suggested by Biggs (2003), focuses on the learners knowledge and their approach to learning, indicating learning is not merely about learning but “as we study our conceptions of tendency change and that we see the universe differently.

The acquisition of info in itself will not bring about this kind of a change, however the way we all structure the data and believe with it can do. ” (Biggs, 2003 p13) Angagogy pertains to Higher Education pupils as it recognises the great quantity of learning that takes place throughout life and in several non-academic adjustments with the adult learner choosing control. Knowles suggests that “students should be energized for self-education, determining study course content and self evaluation” (Knowles while cited by Bartle, 08 p4) and prominent mature educators maintain a student-centred classroom by simply encouraging a problem-solving program inclusive of self-pacing, designed by pupils, and also providing the opportunity pertaining to risk taking.

The mentor continues to “raise student mind while recognizing life experience, and creating a democratic, versatile, and individually supportive environment. ” (Bartle, 2008 p4). In this task I have checked out the main aspects of andragogy – adult scholars being self directed, all set to learn and intrinsically motivated. Andragogy has been compared to pedagogy and constructivism theories and the differences pointed out.

The studies have been linked to the experiences of students in higher education demonstrating the educators role to keep meaningful although less helpful and the scholars learning what they need to know to be able to grow. Adult learning is usually an ever-increasing area of study and theory, challenging tips and dealing with the ideas of learning. (1, 050 words) Reference List Atherton, J (2005) Learning and teaching: Knowles’ andragogy; an angle on mature learning. [On-line] UK; offered; file: //f: /Knowles’%20andragogy%20an%20angle%20on%20adult%20learning. mht Bartle, S i9000 (2008) Andragogy. EBSCO Research starters.

EBSCO publishing Inc Biggs, M (2003) Instructing For Top quality Learning at University. Second Edition. The Society to get Research into Higher Education and Open University Press.

Knowles, M (1970) Modern Practice of Adult Education. Chi town: Follet. Merriam, S (2008) Adult Learning Theory for the Twenty-First Century. Coming from http://www. interscience. wiley. com Smith, Meters. K (1996; 1999) “Andragogy”, the encyclopedia of informed education. http://www. infed. org/lifelonglearning/b-andra. htm Bibliography Brockbank, A and McGill, I (1998) Facilitating Reflecting Learning in Higher Education.

Buckingham: SHRE/Open School Press. Mortimore, P (1999) Understanding Pedagogy and its Influence on Adult Learning. London: Chapman. Payne, Elizabeth (2000) Producing Essential Study Skills.

London, uk; prentice Lounge.