Importance of Andragogy in Today's Learning Environment

The Importance Of Andragogy In Today's Learning Environment
The Importance Of Andragogy

In Today's Learning
Environment
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Contents
Learning: Processes And Styles .................................................................................................................... 3
Changing Learning environment .................................................................................................................. 5
Understanding Adult Education .................................................................................................................... 7
Overcoming Barriers To Adult Learning ...................................................................................................... 9
What Is Andragogy? ................................................................................................................................... 11
Andragogy And Pedagogy .......................................................................................................................... 13
Identifying Adult Learner Needs For Applying Andragogy Principles ...................................................... 15
Lifelong Learning ....................................................................................................................................... 17
Self Directed Learning ................................................................................................................................ 19
Holistic Adult Learning .............................................................................................................................. 21
E learning .................................................................................................................................................... 23
Workplace Learning.................................................................................................................................... 25
Active Learning .......................................................................................................................................... 27
Informal Learning ....................................................................................................................................... 29
Andragogy In Adult Vocational Education ................................................................................................ 31
Transformative Learning ............................................................................................................................ 33
Open Education........................................................................................................................................... 35
Heutagogy ................................................................................................................................................... 37
Using Adult Learning Principles In Instructional Design ........................................................................... 39
Blending Adult Learning Theories For The Benefit Of Adult Learner ...................................................... 41
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Learning: Processes And Styles
Learning is a lifelong process. The ‘human learning process’ can be understood well if simply
put in to two steps: namely, perception of information and processing of information.
Perception of information can be different for different people. Some people may perceive
information through their experiences and emotions using their senses; while some may perceive
information using mental / visual images. Once the information is identified, it must be
processed in order to complete the process of learning. Information may be processed using
active experimentation or reflective observation.
The learning process depends on a lot of factors. Some of the factors are as follows:
 Neurological development and functioning of brain: There is a complex relation between
the experience, learning and structural changes that occur in the brain.
 Emotional factors: Since learning is driven by a lot of emotional factors like experience,
motivation etc, it affects the overall learning process.
 Social factors: Factors like supportive learning environment, engaging learning
environment affect the learning process
 Generic skills: Skills that are applied to a variety of tasks affect active learning; hence
also affect the learning process.
In addition to defining the learning process and identifying factors affecting it, there are a lot of
learning theories developed primarily to improve the learning process. In the case of learning
through education, these learning theories help to improve the practices of teaching. Some of the
well known learning theories are: cognitive learning theories, social learning theories,
constructivist theories, experiential learning, multiple intelligence theory etc. These learning
theories are a product of a lot of research; similarly there are a few learning styles identified as a
part of research. Some of the common learning styles are as follows: Visual (spatial), Aural
(auditory-musical), Verbal (linguistic), Physical (kinesthetic), Logical (mathematical), Social
(interpersonal), Solitary (intrapersonal). Research demonstrates that every learning style
employs different parts of the brain. These learning styles help the educators/ teachers ease and
improve the process of learning for learners.
As discussed, the process of learning is different for each individual; likewise it is also different
for different phases of learning, especially with respect to the age group. A child going to
school/college will learn in different way than an adult learning for career growth or inquisitive
learning. Therefore, teaching techniques vary depending on the age, objective, skills etc. Among
education and its related streams, adult education has undergone a vast amount of research. Adult
education has gained importance because of the rapid social, technological and economical
developments. The knowledge society rules the era of globalization. The advent of information
and communication technology has helped increase the pace of knowledge development; it has
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also provided a variety of means to exchange and share the knowledge generated. These
developments have made the process of learning and education simpler easier, and faster. The
changing pace of the world requires adults to keep abreast of latest knowledge in their field of
interest to stay on track. Hence, learning and education of adults is equally important as that of
the children to ensure a brighter future for both the adult and young generation.
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Changing Learning environment
Knowing about learning techniques, education theories is a way to know about the learning
scenario. But understanding the shift between the learning environments is necessary to get a
better picture.
Era of Closed Learning Environment
In the earlier era, education and learning usually took place in a structured formal way. The
learner community and the teaching community both were limited in number, and were
localized. The learning environment in old era was very different and closed as compared to
today’s ever changing environment.
The world was not as vast in terms of population. The means of transportation and
communication were limited and were not fast paced. People were not aware about the options
that could be explored. The avenues for information generation and exchange were not tapped.
As a result, the need for information, the curiosity and anxiety to learn more for growth was also
limited. The methods of teaching were limited to oral and written formats. Innovative teaching
strategies were not widely known and used.
With the economic revolution, people started seeking opportunities to explore and expand. Social
interaction increased. The need for economic growth led to increase in travel, communication
and social interaction. All these activities gave rise to greater information generation, and
knowledge exchange and above all a greater need for information for variety of purposes.
Abundance of monetary and social resources, changed needs of people was supported with the
advent of Information and communication technology; popularly known as ICT.
Modern Learning Environment
The advent of ICT impacted a lot of sectors. The primary reason being; ICT connected people
better and faster, increased the pace of information generation and exchange. Above all it
increased the awareness, curiosity and anxiety towards keeping abreast in the field of interest,
knowing related fields, and the urge to learn more and gain education. These developments
together are known with a popular term called as ‘globalization’.
Globalization also affected the education and learning sector. The change brought about has
affected both child and adult education positively. To understand the changes better, a finer look
at the learning – teaching requirements and learning – teaching techniques and strategies would
greatly benefit.
Impact on the learning – teaching requirements
With improved connectivity with the world, the learner is better aware about his
requirements. The learner therefore, is highly eager to learn, knows specifically what he
wants to update himself about, and is well aware about what options he can have to reach
his goal. It includes knowledge about the type of course that would suit him and where he
would find the one that suits, the best teaching strategies that would match his learning
style.
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Impact on learning – teaching techniques and strategies

The increased specificity of learning requirements has led to the birth of personalized
learning options. Personalized learning options include the content, the format and the
delivery of the learning material. In addition to the regular classroom learning, the most
popular mode of serving these options is online/ electronic learning. The online option
suffices most of the modern learners’ requirements. It offers flexibility is in terms of
time, commuting, language, power to choose only what is specifically required, the
format of content (e.g. pdf, ppt, chat, virtual classroom session). It provides ease and
flexibility to both the learner and the instructor.
Whatever the reason may be, the learning environment has undergone a lot of changes, achieved
a lot of milestones and is set to achieve even more.
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Understanding Adult Education
After knowing how learning takes place, and how it is different for different people, we now
know that adult education is a vast area of research in itself and is of tremendous importance for
the progress of society. Understanding the basic concepts and theories in adult education will
help to perceive the importance of adult education in a clearer and broader way. We would look
at some definitions to begin with.
Adult education: It can be described as the complete body of organized educational practices
and procedures, irrespective of the actual content, level of education and mode of teaching, in
context of formal or informal approach, if they lengthen or change preliminary education in
primary schools, secondary classes, colleges and higher education in universities, whereby
people receive an societal consideration as adult try to develop their skills and abilities, enhance
their knowledge base, strengthen their technical, vocational or professional education or mould
and twist them in a diverse directions transform their behavior, attitude, beliefs in dual way of
total personal growth and involvement in financial, community, and cultural development. Adult
education, must not be taken as a complete unit, it is a section of an international and
comprehensive scheme for life-long, constant education, instruction and learning.
Lifelong education and learning: It can be explained as an overall systematic plan intended at
reorganizing and redesigning the current education system and at strengthening and growing the
complete educational development possibilities which are outside the education and training
structure. In the lifelong learning system people, irrespective of gender decide the path of their
own education, via frequent interaction and communication between their own views and
actions; instead of merely relating to regularity in educational institutes, education should extend
and continue all through life, take account of all techniques, skills and branches of knowledge,
utilize all possible means, approaches and offer a chance to everybody for complete personality
development.
These definitions are from various UNESCO records and therefore help to get a standard view of
the terminology. To understand these definitions better knowing what an adult learner is, and
how he learns is also crucial.
Adult Learners
The psychological definition of an adult is one who has reached at a self-concept of being
accountable for his/her own life, and being self-directing. Literature review identifies an adult
learner as a person above the age of twenty-five, and also does not distinguish between changing
age brackets. Adult learners are identified with characteristics like: adults are more self-guided in
their learning, carry a wider experience, and seek application and result oriented.
Adult Education Theories
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With the acceptance of fact that adult education or adult learning needs to be treated separately,
there were a lot of theories explaining different approaches to learning.
The Age and Stage theory was one of the theories. This theory of adult development focused on
age. It proved that as people aged, they did not stop learning. It recognized lifelong learning.
The Cognitive Development theory focused on cognitive or intellectual development.
Functional Theory stated that teachers and course books should play a non-crucial role with the
learner should be the prime focus in adult education.
Andragogy an approach to understand adult learning was initiated in Europe in 1950's and was
then established as a theoretical study and model of adult learning from the 1970's by an
educationist, Malcolm Knowles. It is important to know the principles of andragogy in depth and
also its role in adult education. We would also look at important related concepts such as lifelong
learning, self directed learning, online learning etc… which support andragogy.
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Overcoming Barriers To Adult Learning
Learning is a natural human process. Same as many routine processes that we perform, for
example, looking at an object. Many a times this process is a learning process too, as the
information stored gives us some insight on what we have seen, which when related to
something relevant can turn out to be knowledgeable.
But all processes have barriers and hindrances. We need to overcome these barriers in order to
conquer the process, reach the goal and move ahead.
Barriers to adult learning

Barriers to adult learning are a mix of internal and external factors. Internal factors are a result of
the physical and emotional changes that occur with aging, while external factors are an outcome
of societal growth in terms of technology, and the age old devils of an imbalanced society. Some
of the barriers are:
 Realizing the need for learning: The need to upgrade information, the urge to learn
something new may sometimes go unrealized or neglected due to many reasons.
Acceptance of the need to learn is a very first and big step towards adult learning
 Effects of aging: Aging may affect vision, locomotion capabilities etc which may prove
to be a hindrance.
 Lack of a positive view towards starting education after a gap: The adult learner must be
able to see himself as one among many other adults who wish to continue learning. The
adult may not want other people to know about his new venture.
 Lack of time and energy: Adults usually have fixed time slots for their routine activities
and may find it difficult to fit this new activity in their routine. They may also feel low on
energy as learning activity has to be accommodated with all other routine activities.
 Decrease in self confidence, increased anxiety, fear of technology based learning: The
learner may have a lot of fear regarding technology enabled learning, fitting in with
fellow learners, low self confidence about his learning abilities
 Lack of finances, required courses, infrastructure, social support
 Succumbing to myths of adult learning: Adult learners may be a target of myths such as
learning capabilities decrease with aging, adult learning is not a fruitful activity etc.
 Gender bias, and racial discrimination
Overcoming barriers
The educators, family and the society need to put in efforts to help the adult learner overcome the
barriers to learning. The steps could be as follows:
 Creating a positive learning environment
 Grouping adult learners together for activities, so that they do not feel as a misfit
 Encouraging them to realize their learning needs, and take a step ahead to understand
how to fulfill their learning needs.
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 Involving them in designing course plan, structure, activities etc.

 Help the learner modify his routine so that he can find time and energy for his learning
activities.
 Adjust the difficulty level of the course as per the progress of the learner, so that he does
not fall low on his desire and self-confidence to learn.
 Assisting in getting financial aid, help to overcome the fear of technology and proving
that technology based learning is only to facilitate and enhance the learning process.
The barriers to adult learning may look like a huge mountain to be climbed, but small, focused
steps to help the learners could miraculously help to alter the barrier-prone situation. Conquering
these barriers would be a big leap towards a different, positive, progressive world.
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What Is Andragogy?
We know that there are a lot of theories that explain various learning styles and a variety of
teaching styles for effective education. The American adult educator, Malcolm Knowles believed
that there is a difference between how adults learn, and therefore there should be a different
learning-teaching strategy for adults.
Malcolm Knowles, the father of defined Andragogy as “the art and science of helping adults
learn". Andragogy principles are based learner characteristics assumptions.
Self Concept: It assumes that the learner has moved from being dependent. He can direct his
own learning.
Experience: The learner has a collection of his own life experiences. These experiences are a
good resource of learning
Readiness to learn: The learner has changed learning needs, depending on his social and his
professional growth and has the desire and focus to learn.
Orientation to learning: The learner is interested in result oriented and application based
learning instead of theoretical learning.
Motivation to learn: The learner is self motivated to learn rather than depending on external
motivation.
Applying Andragogy
Applying the principles of andragogy means actually using them in various teaching strategies or
using them in deciding teaching strategies. Knowles also stated many principles of andragogical
teaching strategies. These teaching strategies included:
 Introducing learners to various potentials of self-fulfillment and guiding them towards
achieving it.
 Lead learners towards gaining clarity towards their aspirations.
 Guiding each learner to identify the gap or difference between his aspiration or goal and
his current performance level.
 Making sure the learners have a conducive physical environment
 Accept and respect each learner as a valuable resource
 Make an effort to build a relation of trust, and co-cooperativeness amongst all learners
and avoid mutual conflict and competitiveness.
 Gain learner participation in formulating learning objectives, considering the learner
needs and societal growth requirements.
 Conduct collaborative sessions on identifying the options of teaching methods and
devices and also take the learner views on the strategy of their choice.
 Encourage learners to arrange themselves for various projects, group- discussions, team
work, self study, etc. and to take equal responsibility, have a positive vision, and display
originality etc.
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 Ask learners to utilize self experience and understand it as an useful pool for learning;
using techniques such as discussions, role play performance, presentations, case- study
solving, etc.
 Involve learner views in developing suitable criteria and methods for measuring progress
toward the learning objectives and goals
 Encourage and help learners to create and apply procedures for self-evaluation according
to the decided suitable criteria.
Thus, andragogy is based on principles and assumptions that make a system which may be
adopted completely or partially. The decision of complete or partial application will depend on
the requirements and desire of the adult learner. The teacher or instructor must understand the
theory well and apply it as per what suits the situation best. Instructors should look at andragogy
as the golden chance for an adult to become educated and learn in a way most adults learn. It also
gives a fair chance to an interested learner irrespective of the age, gender, caste or creed.
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Andragogy And Pedagogy
What is Pedagogy?
Pedagogy is defined as the technique of practical teaching or application of teaching, often in
case of a theoretical, academic or scholarly topic or subject. It was the used since as early as the
18th and 19th century and was widely accepted.
Pedagogy is basically a blended use of knowledge and skills required for effective teaching.
Meaning, pedagogy is an amalgamation of the detailed knowledge of the concepts and subject to
be taught and the choosing and using precise strategies and techniques to make teaching
effective. It lays a lot of focus on teachers. Some other, older definitions describe pedagogy as
either the science/theory or art/practice of teaching that makes a difference in the intellectual and
social development of students. While some modern, research based definitions describe
pedagogy as “a highly complex blend of theoretical understanding and practical skill”. The
modern definitions identify the complexity of pedagogy as compared to the early definitions
which do not emphasize it. Some researches pointed that pedagogy is teacher-centered child-
education. Infact, the word Pedagogy is derived from the Greek word "paid," meaning child plus
"agogos," meaning leading. This indicates that pedagogy puts the learner in a submissive,
obedient role. It assumes that the learner needs to learn only what the teacher teaches, and only
in the way the teacher teaches. This situation demotes the activeness and participation of the
learner, and promotes the dependency of the learner on the teacher.
Need for another strategy to teach and educate

As research and various studies progressed a lot of information on learning styles, factors
affecting learning, differences in the learning needs of different groups etc was highlighted.
Pedagogy and pedagogical models were widely applied to all learners, irrespective of differences
in learning styles and learning needs.
Both the learning style and learning needs are drastically different with respect to adult learners
as compared to children. In these terms, pedagogy did not suffice as an apt mode of learning and
education.
How Andragogy fits in?

There was a need of a theory or a model which understood that learners have different
requirements and considered using different teaching styles that suited the learner. Unlike
pedagogy which focused only on the teachers. The emergence of andragogy as a theory specially
meeting the needs and styles of adult learners helped the situation, where only the theory of
pedagogy being applied universally without considering the learners. Andragogy put learners in
the centre and focused on their learning styles and requirements. It asked the teachers or
instructors to know and understand that adult learners have a different set of characteristics.
Teachers were supposed to know these and use them to identify and develop the techniques to be
used for teaching. These activities involved the learner’s participation in terms of his opinion, the
match with his learning needs and learning style.
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Andragogy helped the learners to bring in their skills to its best so as to grasp the new knowledge
that was given by the instructor and also participate in the activities with the fellow learners.
Thus, overall, andragogy helped to overcome the loopholes of pedagogy in terms of adult
education and helped changing and improving the adult learning scenario.
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Identifying Adult Learner Needs For Applying Andragogy Principles
Learner needs represent the gap between the learner’s required learning experience and his
current state of knowledge and education. As noted earlier, each learner has a different learning
style and different learning objective based on the learner’s own skill set, knowledge, formal
education and experience.
Andragogy is a learner- centered approach to learning. To apply it well practically, an instructor

needs to know his learner well in terms of his learning style and primarily learner’s needs.
Types of Individual Needs

Learning needs may vary in to different categories including career growth needs, development
needs, emotional needs, literacy needs, inclusion needs, qualification needs, the need to satisfy
the urge to learn, etc
Significance of identifying learner needs

Learning objectives or goals can be achieved only when the learning experience actually matches
with the learning need. Occasionally learners fail to understand the relation between their need
and the learning experience. It is therefore crucial for the instructor to help the learner in
identifying clear needs, achieve effective learning experiences and also see the relation between
them.
Stages in Learning Needs Analysis

Design
When planning the learning needs analysis, the objective of the instructor is to evaluate the
current situation, identify the existing gap, examine the source of the identified need, and study
the existing training plan, list out possible learning strategies.
Conduct
Variety of methods can be used to conduct the learner need analysis. The methods can be used in
singularly or in combination. The methods are: interviews, focus group interview,
questionnaires, notes from teaching sessions, speaking with career advisors, follow-up surveys
from previous students, coordinating with industry, professional bodies, personal meeting with
candidates, observation, etc.
Ascertain that the method selected considers practical factors like feasibility, rate of success and
also follows the methods in a standardized proven way.
Analyze
Collect information, sort and analyze using different techniques so as to ensure the primary
purpose of the need analysis is achieved. The possible outcomes should help to identify and
understand the issues that need to be addressed on priority, contradiction in learner responses etc
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Using learner need analysis for learner-centered teaching

The results of the learner need analysis would help in the following aspects:
 Understand specific learning needs in depth.
 Analyze learner’s ability to learn
 Study the type of experience the learner has, and how it is related to his learning
requirement
 Although the learner has learning needs, it should be examined whether he has realized it
for himself and which the right time to start learning sessions is.
 Explore what are his expectations from the learning sessions
 Evaluate whether the learner wants to learn own his own, or is under stress and pressure
for learning.
If examined carefully, the learning needs analysis outcomes can be very well related to the
andragogical principles
As documented earlier, andragogy principles are based on assumptions. We can try and relate
these principles with the learner need analysis, namely, Self Concept, Experience, Readiness to
learn, Orientation to learning, Motivation to learn.
These relations should be utilized to design a course plan, structure the course content, and
decide the format of presentation and also a suitable mode of learning session delivery.
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Lifelong Learning
We know that we are in an era of globalization. The world like Origami has folded itself to make
people come closer. Meaning to say economic, social, ICT development has enormously helped
to bridge the communication gap between people. There are certain instances where some part of
the world still faces a ‘digital divide’. But with the ongoing progress, this part of world would
soon be bridged and connected with the rest of the world. With the world being a smaller place,
people need to recognize the avenues of information generation, information exchange and
above all the need and urge to learn.
Significance of lifelong learning

Lifelong learning is a self explanatory concept. It can be elaborately described as the process of
acquiring knowledge, skills, or any similar learning endeavor through any form occurring in the
total lifespan of a person.
The advent of ICT and globalization has eased the process of communication and interaction. It
has also enhanced the exposure to latest updates, research and development in variety of fields
across the world. This has improved the frequency of information and knowledge exchange; and
in some cases this has led to the realization of the need to learn continuously. The need to learn
often goes unnoticed with learning occurring without knowledge of the person. The person fails
to recognize a particular form, or a simple information exchange as a learning resource in the
part of his learning. Lifelong learning is extremely important as it related to a variety of factors
that not only affect individual growth but affect economic and social progress at both national
and global scale. On the other hand, with a practical view, it is convenient and comfortable when
a person opts for some learning plan irrespective of his age, gender, location, language, financial
feasibility and more importantly that suits his learning style.
Modes and formats of lifelong learning

Lifelong learning can occur with a variety of learning formats and mediums. The approach could
either be formal or informal. The medium or mode through which a person can learn has a vast
number of options for choice. A person can learn using the online medium. The online medium
in itself also provides with numerous options to go ahead with the learning plan, the learner can
choose to chat with a subject expert and gain knowledge in an informal way. He can also attend
an online webinar of interest, exchange ideas, knowledge, and learn. He could also sign up for a
free or paid online structured course of choice, join a discussion group which would be an
informal learning process. There are endless options with the online medium. The choices in the
regular, or non- online medium are also vast. A learner who wishes to expand his knowledge can
attend formal lectures, read books, and attend seminars, workshops, conferences face to face talk
with friends who may probably also be an expert in some field of interest.
Whatever the medium or format the learner may opt for; there are a lot of efforts that need to be
made by the society as a whole. The efforts could be in the direction of making policies to make
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the learning process simple and easier. The society can make efforts by being supportive and co-
operative towards information generation, exchange and learning without putting barriers of age,
gender, finances and location to promote lifelong learning.
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Self Directed Learning
Approaches to learning can be broadly classified in to teacher / instruction-directed learning and

self-directed learning. Teacher-directed learning is similar to what we discussed while
understanding the basics of pedagogy.
Teacher- directed learning is based on certain rigid beliefs, assumptions and rules. It assumes
that the learner is unclear on what he wants to learn and how he wants to learn. It is the sole
responsibility of the teacher to make the learner compulsorily learn. The teacher is the only
decision maker in the entire learning process. The views and opinions of the learner are not
considered while designing the course curriculum, course content, format and delivery. It
believes that the content designed is appropriate for the learner since the aim of the learner is to
achieve subject-oriented or only theoretical knowledge of the subject. Teacher – directed
learning also assumes that only factors like punishments, awards, appreciation drives the student
learning and would lead him to the desired learning.
Self - directed learning is based on contrast assumptions as compared to teacher- directed
learning. As the name suggests, this approach is focused on the learner and not the teacher. The
approach presumes that the learner is mature to decide and direct his own learning. The learner
has his views on the course design, course curriculum, and course content which should be
considered. The format and delivery of the course should also be decided after considering the
learner’s opinion. Awards, degrees, punishments do not play any role in self - directed learning
Significance of self – directed learning and its relation with andragogy

Most of the adult learning is synchronous with self-directed learning. Adult learners have
specific learning requirements and learning styles. Research shows self directed learning where
the learner takes initiative, learner learns more and better, deeply and permanently as compared
with induced or forced learning; where the learner indeed learns but not as well as self - directed
learning.
Self – directed learner is one of the most important assumptions that andragogy is based on.
Since andragogy is a key approach to adult learning, self- directed learning has an irreversible
relation with andragogy.
Getting started with self – directed learning

The learner needs to have clarity on certain aspects before starting. The learner needs to analyze
and decide the following things:
 What he wants to learn.
 Why he wants to learn i.e. what is the immediate objective behind the learning need,
 what are the learning resources available,
 what are the most feasible and convenient learning options available,
 what is the efficacy of the learning options available,
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 Is there a technique to validate the options and the actual learning material or resource
and
 What are the criteria for confirming authenticity
Once the learner has analyzed and decided the above mentioned issues, he can start on the
glorious pathway of self-directed learning. Once the learner is comfortable and successful with
his chosen path, he can avail a lot of benefits which a part from the ‘learning’ are imparted as a
by-product of the process. Some of the benefits, just to name a few are: sole responsibility and
control of learning, increased self-esteem, inquiring and learning approach.
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Holistic Adult Learning
The word holistic ascertains the importance of completeness of a process. Therefore the word
holistic adult learning would mean completeness of the adult learning process. As a known fact,
adult learning needs are very specific and precise, adding a holistic approach to it would make
the process more effective, efficient and even more complete.
Holistic learning
Adult learners travel through various spheres to achieve their learning goals. Similarly holistic
learning covers the cognitive, somatic, affective spiritual, artistic, and transpersonal domains.
 Cognitive learning: The word cognition means the action of knowing, knowledge and
consciousness. Cognition in adult learners is usually restricted to ‘thinking’. Thinking is a
very important way of ‘knowing’. Some other researchers add that it also includes
perception, memory and judgment of information, social stimuli.
 Somatic learning: It involves accessing knowledge through the body.
 Affective learning: Learning through emotions requires awareness which is often
achieved through imagination, use of symbols, stories, graphics etc.
 Spiritual knowing: Spirituality is often confused with religion. Spirituality in case of
adult learning is deep sense of connectedness with in one’s inside and outside. It is a form
of deriving meaning out of what one has learnt
 Artistic knowing: Learning with the help of art may occur through some kind of creative
expression or witnessing a creative expression. Art is a unique way of accessing
knowledge in a way which one’s conscious is unaware. The art form could be anything
from working with colors, writing, dancing, photography etc.
 Transpersonal knowing: It encompasses temporary shift in consciousness.
Holistic learning theory

Holistic learning theory states that knowledge is a multi-facets social construct, and adult
learning involves dynamic interactions among three knowledge facets and layers at both
individual and organizational levels. For clarity of understanding we can consider three
knowledge facets for knowledge construct as perceptual, conceptual and affectual. In addition to
these three layers, knowledge construct also has three layers namely, foundation, manifestation
or demonstration and orientation.
Perceptual facet means the knowledge through personal understanding through actual experience
and involvement. Conceptual facet means understanding of abstract concepts. While affectual
facet means knowledge acquired through emotional attachments.
Holistic learning and andragogy

As already known, andragogy is based on assumptions about learner needs and characteristics.
The learner needs and characteristics somewhat cover the three facets of holistic learning theory.
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The perceptual facet which focuses on the knowledge through actual experience and involvement
is similar to the learner characteristic where andragogy assumes that the adult learner has a vast
pool of knowledge through his experiences. Andragogy lays immense importance on the
assumption that a learner learns through his own experiences and his learner needs are related to
his experiences.
The conceptual facet focuses on the understanding of abstract concepts. Andragogy does not
directly address this concept, but indirectly addresses this issue. Andragogy assumes that the
learner has his own learning capabilities which help him to understand all the theory and
concepts which he wishes to learn.
The Affectual facet is also indirectly dealt with in andragogy. Andragogy assumes that the
learner has the desire to learn and does not require additional motivation. Andragogy thus
acknowledges the role of emotions in learning, although not in the exact way the holistic learning
theory describes it.
Andragogy therefore definitely helps the learner to be on the path on a holistic learning process.
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E learning
Electronic learning encompasses all forms of learning and teaching activities that are
communicated using the computer technologies. E-learning or electronic- learning is considered
similar to online learning except that e-learning may not necessarily require the internet
connectivity for the learner to study.
Modes of E learning
Electronic learning is many a time used synonymously with the word online learning, since both
the approaches use computer-based instruction. The computer based instruction may be teacher
assisted or non- assisted, depending on the course or the options chosen by the learner. In case
learning is non-teacher assisted, it may be called as distance learning via the electronic or online
media. The course chosen by the learner may be totally online, or only electronic, nut not online,
or a combination of both. In that case it would be known as blended learning. Thus E learning
can be a combination of online or offline computer based learning.
Teaching strategies and formats

The teaching strategies could involve online chats, webinars, presentations, e book reading,
online tests, sharing opinions on a selected topic via blogs and discussion forums, attending a
virtual class, a pre recorded video lecture etc. The formats included in all of the mentioned
modes range from a variety of options like portable document formats for books, lecture notes, a
PowerPoint presentation, a word document, a flash file etc. The format would depend upon the
type of study, mode and convenience for both learner and instructor.
Advantages of E learning
There are a lot of advantages of choosing the e- learning option.
 Convenience and flexibility: Convenience and flexibility due to variety of options and
choice between the learning styles, format, time, date, evaluation format and time etc.
 Feasibility: E learning is always a feasible option with respect to finances, timed and
efforts saved in commuting to a physical classroom
 Enhanced learning experience due to interaction with fellow learners and exchange of
knowledge spread across different locations and experiences.
 No barriers of distances, caste, gender, language, socio-economic condition.
Gearing up for E learning

Although E learning is a beneficial option, the learner needs to prepare himself before plunging
into it. There are certain things the learner needs to look at before commencing any online or e
course. The checklist although small is important:
 Check whether there are enough finances for the course, or is there a free option available
 There are necessary computer hardware, software and internet facilities available easily
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 Check whether the medium of instruction is a known language

 Check if the chosen course satisfy the learning objectives
 If a degree/certificate is also the aim along with ‘learning’, check if the awarding body is
authentic
E learning helping andragogy
Andragogy, the popular theory of adult learning emphasizes that the adult learner is clear about
the learning objectives. Since the adult learner is usually a working professional, and not a
fresher stepping into the working world, the aim of adult learning is to gain result and application
oriented knowledge. The adult working learner is also under constraints of time, location,
learning capabilities, learning styles. E learning aids in overcoming the hindrances in adult
learning, thus also supports the theory of andragogy. E learning is indeed a boon for adult
learners with the desire and need to continue learning but tied up with numerous limitations.
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Workplace Learning
Today’s society is already or probably is on its path to being a ‘learning society’. The learning
society is considered as the key to any nation’s economy and supports the knowledge economy.
As adult learning is inseparable from lifelong learning, it is also indivisible from workplace
learning. Workplace learning is even more important in context to the knowledge economy and
adult learning as workplace learning requirements are highly specific, pertaining to personal
growth, organizational growth and national growth as well.
Work place learning approaches

Work place learning takes place with slightly different ways as compared to general adult
learning approaches. A Learner learns at several situations with different approaches like:
 Off the job training
 Courses opted at work place. These courses are structured learning strategies often
guided by external or internal trainers.
 Joining unofficial groups at the workplace to learn informally about work intricacies and
also gain non-work related information to develop one’s personal knowledge pool.
 Formal training programs organized by the employers in order to help them attain job
related skills. These training programs are also a part of structured learning.
 Small routine activities like actively taking part in collective processes, working with
colleagues, taking colleague opinions, handling challenging responsibilities and roles,
trouble shooting, expansion skills, working efficiently with customers, raising queries,
receiving and analyzing information, giving and receiving feedback, locating important
human resources, listening, analyzing, observing, critically thinking, being supervised,
being mentored, conferences etc
Work place learning phases

These are the common learning phases an employee goes through
Phase 1: Class room training, formal learning
Phase 2: Online learning, formal learning
Phase 3: Blended/ mixed learning, formal learning
Phase 4: Social learning, informal learning
Phase 5: Joint/ collaborative learning, informal learning.
All these phases are guided by subject experts, trainers, mentors, immediate supervisors or
managers. If analyzed carefully, it should be understood that these phases (not strictly)
correspond to the cycle an employee undergoes starting from joining a workplace to moving
ahead as a senior employee of the same organization. Usually the learning and development
department of any organization carry the responsibility of identifying their employee learning
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needs and ensure that they receive appropriate formal training and that they also flow with the
organizations informal learning wave.
Conditions where work place learning is optimized
 The training programs are designed as per learner’s requirement, pace and level
 Trainers, mentors and managers consider the employees’ knowledge and experience and
train accordingly
 Learners should be able to identify and relate to the training goals and processes.
 The training is engaging enough, ensuring the employee actually gain from the program
 The learning and training is practical and work relevant
Workplace learning is a different approach to the known road of adult learning. Work place
learning relates to the andragogy assumptions of self- directed learner, result and application
oriented learner, self motivated learner. Identifying learner needs and providing learning solution
is the basic path to workplace learning but is dealt differently in certain steps and stages with
addition of few more steps. Additional steps come into the picture because it is not only the
learner’s aims that are to be achieved but also the organizational (work place) aims are targeted
too.
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Active Learning
Research and practical experience shows that any learner learns better when he actually performs
an activity related to a concept than just by listening, reading and knowing about a particular
concept. This should not be confused with regular classroom activities like reading, writing etc.
Active learning is engaging, experiential and thought provoking.
Elements of learning
For a better understanding of what is active learning, it is essential to know the basic elements of
learning. Active learning obviously uses these basic elements, and then builds up strategies using
them.
Listening and talking: Learners need to attentively listen to the lectures delivered by the
instructor whether face-to-face or any online medium. The learner also needs to carefully listen
to his fellow learners. The learner also has to talk while asked to answer some question or as a
part of some discussion.
Writing: A learner needs to write when taking some lecture notes, or as a part of some writing
activity.
Reading: Students are regularly required to read class related documents. But it is important that
the reading is effective.
Reflecting: The student needs to take time to think and reflect about what has been discussed in
the class.
Active Learning Techniques

Before deciding the technique, the instructor can choose the mode of applying the decided
strategy. The mode could be an individual activity, a paired activity, small group activity, or
larger group project activity.
The strategies could be any of the following
 Puzzle: Student may be asked to solve a concept related puzzle
 A poll or a survey to learn more about views about a particular concept
 Brainstorming sessions: It is a group problem solving activity, to generate new ideas and
solutions. This technique is widely used in practical situations.
 Concept mapping and mind mapping: Both the techniques involve making maps of an
idea or a concept and spread out to map its related ideas and concepts. The maps could
also include images. Mapping could be using bi or unidirectional links.
 Charts, matrices and models: Asking students to make charts, or models based on their
understanding of the concept discussed in class
 Conceptual analogy activity: Student is asked to relate to or find a similar example of a
particular concept taught.
 Case studies: Explaining concepts through case studies is a widely used technique for
better understanding of concepts
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 Simulations: Imitation of the real world process or concept helps in grasping the basics of
a concept.
 Role play: It includes dramatic interactions.
 Debates and discussion: Help to present views on a topic and also teach to listen to
other’s opinions.
 Field work: It involves actual work outside the class room.
 Creative re construction: It may include any art form varying from drawing to drama.
Planning activities for students

 Invent new activities and modify the current activities
 Long, time consuming activities may not succeed.
 Get student feedback on the activities conducted
 Set up a routine for activities , so that students are better prepared
 Make the students understand the motive behind conducting a particular activity.
 Change student partners and shuffle groups, for increased student interaction
Active learning one more form of learning which focuses on the learner and relate to
andragogical principles. It is up to the instructor to use these different forms of learning as a
beneficial teaching technique.
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Informal Learning
Informal learning is another method which is an integral part of adult learning and lifelong
learning. Informal learning can be described as any kind of learning that occurs outside a
structured training program or formal course. Since this learning occurs through non structured
programs, it usually occurs through daily activities, interactions, and experiences. Therefore it
may not always be clearly recognized as learning.
Paths to informal learning

Informal learning although has no definite path, it can be traced through certain known paths
where it is likely to occur.
Tacit knowledge
Tacit knowledge can be explained as knowledge which is inherited in oneself. It is not
documented or recorded to provide a method of acquiring it. It is therefore one of a definitive
paths towards informal learning. Some situations where tacit knowledge can be pointed out are:
 Collection of life events of long term memories
 Observations of situations, behavior, actions etc
 Information that enables fast understanding of a particular situation
 Experience gathered through different difficult problem situations
Situated learning
Situated learning points out that learning is a social process and a person unknowingly learns by
just witnessing or actual going through a situation. These situational experiences are then
gathered over a life span to be passed on as tacit knowledge.
Characteristics of informal learning
 Seen as a part of daily activities
 It may be prompted by internal or external factors
 It usually occurs without the knowledge of the person or without any conscious efforts
 Since it is unplanned and non-structured , it is unorganized and many a time incidental
 Connected to informal learning in people related to one’s life.
Applying Informal learning
Informal learning is often ignored as some minor learning by-product but is very significant if
collected, converted in to some recorded form or documented and then utilized for personal
situations or even shared so as others benefit out of this form of learning. It can be done with the
following methods:
Capturing and documenting informal learning: This involves realizing that learning has
occurred. A learning occurred can be lost if it goes unnoticed or unrealized. Therefore it is very
important to notice that a learning process has just been completed. After realization, the next
important step is to document or formally record the learning episode. This documentation could
be a person’s routine diary or a journal. These kind of documentation is although the choice of
the learner but is not preferred as these forms are highly personal in nature and cannot be shared
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with a wider, diverse set of audiences or learners. Therefore, a blog, or a personal website etc
may be used to reach out and share the learning experience with larger group to enrich the
learning experience.
OODA: This technique widely used across a lot of organizations as a decision making method. It
means Observation, Orientation, Decide, and Act. OODA is then performed as a loop. This
technique can be applied to informal situations where the recorded informal learning episodes
can be used.
Informal learning is thus a major learning method in the adult learning life. Its importance is
often underestimated probably due to its blending with the daily life that it is not seen as a
separate process. But applying some of the techniques mentioned should gradually improve the
situation.
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Andragogy In Adult Vocational Education
Vocational training and education is described as educational training that provides application
based education and practical experience in a particular occupational field, as agriculture,
industry etc. It is often wrongly assumed that vocational education requires only craftsmanship,
problem solving skills and does not require critical thinking and analytical skills. There is also
another misconception that vocational education courses are chosen by people who are not good
at regular academic education. It is just a matter of choice what a person opts to learn.
Benefits of vocational education
 Skill based human resource
 Meeting the requirements of industrial skill requirements, and therefore support
economic growth
 Job- oriented training
 Provides immediate source of income and self-reliance through skill based jobs
In case of vocational education, adult learning and andragogy play a very important role.
Vocational education is offered at the higher education level. Higher education and adult
education are closely related. Also, vocational education is directed related to the industry
requirements. Therefore, a learner has to constantly update his skill and knowledge base to serve
best to the industry he works for.
A research report proved that andragogy plays a very important role in adult vocational
education. Andragogy principles are perfectly applicable in vocational training. Each assumption
in andragogy fits well with vocational education.
Self-directedness in vocational education: Most adult learners are self- directed learners. In
this situation, it is the educator’s responsibility to provide an encouraging environment. It is also
the instructor’s duty to provide the learner with latest updates on the skills he wishes to learn.
The instructor also needs to teach the learner to reflect on what the learner has learnt and
improvise his learning needs based on the reflection. Self-directed learning is also required to be
self-paced learning.
Learner’s experience: This assumption also holds true in case of vocational education. The
adult vocational learner has developed his learning needs based on the practical industry
experience he has and also on the knowledge about the changing skills required by the industry.
Specific learning requirements: Based on the experience the learner has very specific learning
needs. These needs should be well understood by the instructor in order to satisfy the learning
requirements. The learner has probably identified what known skills are to be polished and
which additional skills are to be learnt.
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Readiness to learn: The vocational learner is certainly ready to learn because his learning and
up gradation of his skills are directly related to his earnings. The learner wants to be at power
with other fellow learners and practitioners in the similar industry.
Orientation to learning: The adult vocational learner is definitely oriented to learning. And his
orientation is result and application based as most adult learners. The clarity in orientation to
learning is closely related to self - directedness and readiness to learn.
Motivation to learn: The learner is self - motivated to continue learning. The motivation factors
in this case could be the urge and desire to learn as well the financial benefits that are related to
his updated skills achieved through learning
Andragogy thus therefore undoubtedly matches the adult vocational education and indirectly
plays a major role in the growth of skilled force and progress of the economy.
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Transformative Learning
Transformative learning is defined as the procedure of carrying out change in the frame of
reference. Here, frames of reference mean the assumptions or points of view through which we
add to our learning by understanding our experiences. Frames of reference modify, mold our
views, cognition, emotions, feelings.
A frame of reference includes emotions, conation, and cognition as sub-parts. It is constitutes of

two significant parts: point of view and the basic habits of mind. Simply put habits of mind
include the way one thinks, perceives, assumes, emotes etc. Habits of mind are often expressed
in a specific point of view or perception.
Primarily, transformative learning involves reflecting and making meaning of the learning. This
meaning and making sense of the learning can occur via certain ways.
 Context: The learner should not just learn the theory related to what he wishes to learn
but also relate to the context with which he wants to learn it. Mere gathering of
information or certificate does not mean that the learner has achieved his learning
objective.
 Critical reflection: After relating his learning experience with the context of learning,
the learner needs to critically reflect upon the learning.
 Consciousness: The learning experience should make raise the consciousness of the
learner towards the industry he works for and society. The learning experience should
make the learner aware of the social, cultural and political events and thoughts that
influence their lives. The learner should also be able to make critical remarks, pose
questions and suggest alternative approaches to improve a situation.
 Autonomous thinking: The learner should be able to think independently and give his
views on the learning experience.
Transformative learning should be a simultaneous and synchronous process of the learning

activities and the processes the learner undergoes.
Role of the educator

Educator plays a very important role in transformative learning. They should be consistent in
their teaching. The teacher could use different techniques to create an encouraging environment
and help the adult learners’ recognize and improvise their skills, capabilities, creativity and
knowledge. The teaching should be helpful to complete the learner’s responsibilities as per the
different roles he plays while living in a society. The teacher could provide the opportunity to
(personally or using the online medium) interact with a diverse group of learners with similar
learning interests. Activities or experimentation related to the theories learnt by the learner
should be encouraged. The educator should basically play a role in triggering the process of
reflection in the learner.
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The learner usually is successful in drawing context to the learning experiences collected. Since
this also relates to identifying with his learning objectives to some extent. It is again the role of
the educator to promote or raise consciousness of the learner to use his learning to bring about a
social, cultural or political change.
A learner cannot be transformed nor can he experience transformative learning without actually
travelling the entire learning process Transformative learning is like an added pillar to andragogy
or adult learning. It does not defy the basic approaches to adult learning but indeed adds an
important perspective to the existing pool.
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Open Education
Open education is an effort, a concept to eliminate or eradicate barriers to learning. The open
learning initiative is one such activity to promote learning and education literally leaving the
learning option ‘open’. Meaning, the activity or course is open in terms of completion,
accessibility. These courses may be offered on campus of campus, they may charge some fee or
they may also be free of charge. Open course are usually offered in the distance education mode
via an online medium.
Supporting adult education: Open education supports adult learning in numerous ways. Basically
it eradicates barrier to adult learning in the following ways:
 Eases the financial burden on the learner: Many o the open education course are offered
free of charge.
 Accessibility: Most of the open courses are provided using the online medium. This
increases the range of learner the course reaches out to. Besides, with the advent of ICT,
an online course has minimum barriers of accessibility,
 Convenience and feasibility: These courses being online and low on the pocket are
extremely convenient and practically possible.
 Ensured Quality: These course are usually an initiative by reputed universities and
institutions across the globe and therefore to a great extent assure a good standard of the
course offered
 Do not necessarily require to complete the formalities of admission. Usually an online
registration or enrollment is considered acceptable.
Supporting open education

There are certain factors that strongly support open education and the open learning initiative.
Without the efforts of these factors, the open education concept would not have thrived.
 Educators/Experts: There is an increase in the number of subject experts or educators
who are willing to share their knowledge eradicating all the above mentioned barriers to
adult education.
 Open course platforms: since these courses are usually provide in an online format, a
platform that supports the course, the curriculum designed is equally important. There are
a lot of open source learning management systems, content management systems, etc
which provide a valuable support to the cause.
 Open educational resources/ publishers: Similar to the open source course platforms,
there is also a wave to pool learning resources to support the curriculum. Authors and
publishers who believe that education should reach out to maximum number of learners,
use these platforms
Course design: Open course are usually short term courses. They are very specific in nature,
meaning they usually deal with smaller topics or concepts. Information and knowledge are
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shared in smaller chunks. Larger subjects are not designed as one course, since it does not solve
the purpose of learning. Handling smaller concepts one by one is easier for both teacher and
learner. A learner who wishes to learn a subject may take up these small courses that in
combination suffice his learning needs. If the course is free of charge, it may involve some self-
assessment tests, but are not evaluated. Most of these courses aim at sharing knowledge and do
not award degrees or certificates.
Medium and formats of course delivery: As stated earlier most of courses are delivered online.
In certain occasions, the learner needs to register and the course content is mailed to him which
can be studied offline as well. The course may or may not carry teacher interaction.
Information is presented and shared using the usual formats like word documents, PDFs, Power
Point slides, Flash files or pre-recorded videos.
Open education is definitely a valuable approach to adult learning. With the increasing
awareness regarding this revolution, the number of learners benefited is also increasing. Open
education approach is certainly here to stay.
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Heutagogy
Heutagogy is derived from the Greek word, Heuta meaning ‘self’ and agogy meaning ‘again’. It
is a theory put forth by Stewart Hase and Chris Kenyon and is described as the practice of self-
determined learning. Principally, heutagogy is similar to andragogy. One can easily be confused
between andragogical assumptions of self- directed learning. But self- determined learning can
be understood with the fact that the learner is not only self- directed but also chooses and designs
what he wishes to learn with the help of negotiating with the instructor. Heutagogy emphasizes
certain concepts which differentiate between heutagogy and andragogy.
 Learning how to learn: Hase emphasized that the learner should not only learn the
concept he wants to learn but also learn how to learn. The learner should not be left
merely with knowledge but also the practices of acquiring knowledge.
 Double loop learning: It means that the person with a problem to be solved will take
required action and reach to possible outcomes. Here the learner completes single loop of
learning. But it is very essential that the learner reflects on the entire process, and should
influence and determine the beliefs, thought process and actions of the leaner. After this
process, the learner completes the second loop of learning, known as double loop
learning.
 Universal learning opportunities: Learning can definitely occur in structured, formal
learning situations. Heutagogy believes that learning also occurs in informal learning
situation. This informal learning is as important as the formal structured learning
experiences. Therefore heutagogy states that learning opportunities are universally
present which should be well utilized by learners.
 Non-linear process: Heutagogy states that learning is anon-linear process where the
learner does not follow certain learning steps and follow some subconsciously. In
contrast in andragogy learning is a linear process.
 Actual student self direction: Hase states that although various learning theories try to
be learner-centered, most of the actual learning that takes place is still teacher- centered.
Although there are certain aspects where the learner has an option to choose, for example
time, format etc.
Designing learning with a heutagogical approach

The learner and instructor can consider points when designing a course. The heutagogical
approach would result in to a learner-centered learning experience.
 Learner defined flexible curriculum: The curriculum would be designed with the help of
the instructor. The learners can create a learning map for themselves. They would decide
what subjects would be learnt at which level and what stage of learning.
 Flexible negotiated assessment: The assessments can be discussed between the learner
and instructor. Research proves that these types of assessments are highly motivating for
students. The assessments should include measurable formats of assessment
 Collaborative learning approach: The instructor should be well aware and should make
best use of collaborative techniques to enhance the learning experience.
 Holistic view: The teacher and learner should adopt a holistic learning approach, in order
to have a complete learning experience. As stated earlier, Hase find the informal learning
as a very important part of the total learning.
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Heutagogical approach to adult learning is another approach towards completing the learner
experience. It is similar to andragogical assumptions in many ways and also uses additional
approaches to make it more complete approach to adult learning.
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Using Adult Learning Principles In Instructional Design
Instructional design can be described as a process by which instruction is improved through the
analysis of learning needs and systematic development of learning materials. Instructional
designers usually use technology and multimedia as tools to enhance instruction.
Instructional design principles:

Instructional design is based on certain principles based on which instructional designers design
course content for online or regular classrooms. The course should be designed keeping the
following points in focus:
 Accessible and fair (equitable) use
 Flexibility in use, participation and presentation
 Simple, clear and consistent
 Information should be clearly presented and readily perceived and understood
 Supportive learning environment
 Minimize or eliminate unnecessary physical effort or requirements
 Learning space accommodates both students and methods
The instructional design principles can be gelled well with adult learning principles. If carefully
analyzed, all the principles are to ease out and simply the learning process. Instructional system
design models also support considering views of both educators and learners at every step of
design.
Instructional system design stages:

The instructional design model consists of five stages. They are analysis, design, development,
implementation and evaluation. The stages can be explained as follows:
Analysis: The learner need must be analyzed. The learning needs then need to be clarified with
the help of the educator or a subject matter expert and the learner as well. The designer has to
look at the cost efficiency of the total design outcome.
Design: The instructional designer has to identify the learning objectives as per the needs
analysis. The design strategy has to be finalized, including the course and content structure. This
stage should also give a guideline of measurable outcomes for the course. The design stage
should give a rough sketch of the final course look.
Development: Create actual course with the help of educators and learners to ensure the actual
content is at par with the design and structure decided in earlier stages. This stage adds a
performance tracking and evaluation method
Implementation: Test the entire product with pilot audience. Ensure that the learning objectives
are met and can be evaluated using measurable techniques.
Evaluation: Conduct final validation. Deliver the course. Collect teacher and learner feedback.
Assess the effectiveness of the total design.
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The instructional system design principles are easily adaptable to the adult learning principles.
The first step of analysis is easily synchronous with adult learning principle that the adult learner
is clear about his learning needs and it is essential for the teacher to understand these needs so as
to fulfill the learner’s requirements.
The second step of design also relates well with the principle that the learner should actively
participate in the course design and structuring to ensure that his learning objectives are met.
This stage also gives the learner a fair idea about how the entire course would be structured.
The third step ensures that the learner and instructor are clear about the actual content and also
the evaluation and assessment methods are measurable and in correlation with the learning
objectives.
The fourth and fifth steps of implementation and evaluation also involve a hundred percent
instructor and learner involvement. Ensuring the entire process is fruitful.
Instructional design is commonly used in online programs. This design technique with adult
learning principles on the online medium can definitely work wonders.
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Blending Adult Learning Theories For The Benefit Of Adult Learner
The adult learning scenario has undergone a lot of changes in several years; from pedagogy to
andragogy, from holistic learning to transformative learning, from formal structured learning to
informal learning, from learning at workplace to learning for work (vocational), from self
directed learning to heutagogy’s self – determined learning.
Although adult learning theories and principles have undergone revisions, modifications and
adaptations, the factor that has remained constant throughout is that the focus on improving adult
learning has not changed. Infact the focus has continued to increase especially in developing
countries where education in general is in a poor condition. The rise in adult education efforts is
a proof of the fact that there is realization of the truth that education, no matter at which stage of
life is very crucial to the progress of all nations. The progress is not only related to the
individuals who are part of adult education, but the entire world. This progress includes social
and economic growth.
Blending theories
Instead of adhering to one particular model or approach or theory, the educators and the policy
makers can focus on the main objectives of achieving adult learning and education, creating
awareness about the importance of adult education rather than highlight the path to reach the
goal.
Almost all the approaches are inter- related. Therefore taking the best out of each approach to
merge and form the most feasible, convenient learner-centered approach could possibly a good
way to handle the issue.
Some principles which could be merged and revisited to form a fresh approach are as follows:
 Learner need analysis is a very crucial step to commence adult learning. Non-clarity
regarding the learner needs in the learner’s own mind or the educators mind can ruin the
entire course design and structure. This could ultimately lead to a disastrous learning
experience.
 Involvement of the learner in the course design and course structure stages is also
extremely important. Only understanding the learner needs is not sufficient, involving the
learner at the design and structuring stage ensuring that the teacher takes the learners
experience in to account. This can lead to a better course design and a refined learning
experience.
 Providing flexibility with regards to course choice, learning style, assessment pattern,
course duration, course format and delivery will ease out a lot of stress a reluctant adult
learner goes through. As noted earlier, the adult learner has to overcome a lot of barriers
to start his learning initiative. With the gesture of involving the learner at initial stages
would help the learner overcome his emotional fears about returning to the education
phase of his life.
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 Offering social, moral and financial assistance would help the learner to take the first
step towards his education.
Benefits of adult learning

The benefits are both at personal and societal level. As stated earlier, the societal benefits include
global social and economic growth. As adult learning is directly related to skills and knowledge
enhancement, it increases the skilled labor force of a nation, and also increasing the overall
productivity.
On an individual level, the learner has a raised self-esteem, self- confidence, greater social
acceptance and financial growth.
Adult learning is thus a valuable field where everybody needs to focus and create awareness and
support and strengthen global progress.
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Importance of Andragogy in Today&#39;s Learning Environment

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Importance of Andragogy in Today&#39;s Learning Environment

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The Importance Of Andragogy In Today's Learning Environment

The Importance Of Andragogy

Learning: Processes And Styles

Changing Learning environment

Impact on learning – teaching techniques and strategies

Understanding Adult Education

Adult Education Theories

Overcoming Barriers To Adult Learning

Barriers to adult learning

 Involving them in designing course plan, structure, activities etc.

Andragogy And Pedagogy

Need for another strategy to teach and educate

How Andragogy fits in?

Identifying Adult Learner Needs For Applying Andragogy Principles

Andragogy is a learner- centered approach to learning. To apply it well practically, an instructor

Types of Individual Needs

Significance of identifying learner needs

Stages in Learning Needs Analysis

Using learner need analysis for learner-centered teaching

Significance of lifelong learning

Modes and formats of lifelong learning

Self Directed Learning

Approaches to learning can be broadly classified in to teacher / instruction-directed learning and

Significance of self – directed learning and its relation with andragogy

Getting started with self – directed learning

Holistic Adult Learning

Holistic learning theory

Holistic learning and andragogy

Teaching strategies and formats

Gearing up for E learning

 Check whether the medium of instruction is a known language

Work place learning approaches

Work place learning phases

Active Learning Techniques

Planning activities for students

Paths to informal learning

Andragogy In Adult Vocational Education

A frame of reference includes emotions, conation, and cognition as sub-parts. It is constitutes of

Transformative learning should be a simultaneous and synchronous process of the learning

Role of the educator

Supporting open education

Designing learning with a heutagogical approach

Using Adult Learning Principles In Instructional Design

Instructional design principles:

Instructional system design stages:

Blending Adult Learning Theories For The Benefit Of Adult Learner

Benefits of adult learning

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Importance of Andragogy in Today's Learning Environment

Importance of Andragogy in Today's Learning Environment