Foundations
Andragogy
Adults learn best when content is relevant and problem-centered.
Definition
The theory and practice of teaching adults, developed by Malcolm Knowles, emphasizing that adult learners have different needs and motivations compared to children.
💡 Core Idea
Adult learners are self-directed, bring rich life experience, and prefer learning that is problem-centered and immediately relevant to their goals.
🔍 How It Works
- Self-Direction – Adults prefer control over their learning process.
- Experience as a Resource – Past experiences shape understanding and add context.
- Problem-Centered – Learning is more engaging when it addresses real challenges.
- Need to Know – Adults want to understand why they are learning something before they commit.
🎯 How to Apply
- Connect content to real-world problems and practical applications.
- Respect and integrate learners’ prior experiences into discussions.
- Offer choices in learning paths or assignments.
- Facilitate collaboration and peer-to-peer learning.
📌 Quick Example
In a professional development workshop, participants solve challenges from their own jobs, applying new concepts directly to current projects.
⚠️ Common Mistakes
- Delivering overly theoretical content without clear application.
- Ignoring the wealth of experience adult learners bring.
- Treating adult learners as passive recipients instead of active participants.
Key Takeaway
Design adult learning to be self-directed, experience-based, problem-focused, and clearly purposeful.
📚 Resources
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner. Routledge.
- Lifelong Learning Council Queensland – Andragogy
- Merriam, S. B. (2001). Andragogy and self‐directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education.