Andragogy and E-Learning

Approximate reading time: 4m 6s

As a basis, we will use the theory of the renowned American educator Malcolm Knowles, according to whom andragogy has 5 distinctive features and 4 principles. Although Knowles' views were first presented in the 1980s, each of his claims can still be used today to help e-learning specialists. 

Self-perception: As a person ages, the way they perceive themselves changes, replacing the view of a dependent individual with that of an independent human being.

Create e-learning courses that offer a minimum amount of instruction and maximum opportunity for independent work.

Unlike younger learners, who need to be guided during the learning process, more mature people usually do better if they can work independently. To this end, you can emphasize self-study activities or group projects that require minimal instructor intervention. And if you are an e-learning specialist, you can also include additional interactive elements, such as simulations or games. This way, your learners will be able to explore the topic on their own and decide for themselves which information is most important and worth remembering. To do this, however, you will need a supporting tool – an online learning platform – that you can use for quick problem solving, assessment, communication, etc.

Experience: As a person matures, they accumulate experience that becomes a constantly growing learning resource.

Choose learning models and theories that are suitable for people with different life and professional experience.

If you are about to train older, and therefore more mature, people, you should keep in mind that they will differ significantly from one another – they will come from different professional and social backgrounds and will have different skills and qualifications. For example, one learner may find new learning materials easily and quickly, while another may not be familiar with how to use the internet.

Therefore, in order to make your e-learning suitable for all members of your audience, you need to apply different learning models and theories. Study the people in advance, determine their level of knowledge, and whether there are any technological limitations. By doing this, you will be able to create courses that are interesting for everyone.

Readiness to learn: In older adults, readiness to learn is directed toward their changing social roles.

Use social networks and tools for collaborative online activity.

As the years go by, people begin to prefer participating in courses that offer something they can use in practice. Social networks are the “latest fashion” – they are modern, liked, useful, applicable. Therefore, it is recommended that you encourage your learners to use some of them, and for professional purposes, the most suitable website is LinkedIn. This way, they will not only be able to expand their network of acquaintances, but also start working together with those who share the same interests.

Perception of learning: In the process of maturing, people begin to look at time differently and replace deferred application of knowledge with the desire for its immediate implementation, and depending on how they perceive learning, they begin to place not the topic, but the problem at its center. 

Emphasize how e-learning will solve some of the problems people encounter every day.

Adult learners usually not only want to know why they need to participate in a given course, but also whether the knowledge they will acquire will be useful to them in the future. Therefore, in your course, it is advisable to emphasize how it will help them solve problems by providing real examples and scenarios.

Motivation to learn: For older learners, motivation comes more from internal than external factors.

Motivate your learners.

Unlike younger learners, who do not always care to know why they need to complete a given task, adults always prefer to know why they are involved in the process. Otherwise, they will question the significance of the entire e-learning course. Therefore, you, as their instructor, must clearly present the real need for acquiring new knowledge. For example, if you ask an adult to take part in a group task, you should clearly state that this task will help them improve their teamwork and communication skills, which will be beneficial to them even after the course ends.

These were the characteristic features of andragogy and suggestions for their application in the creation of e-learning courses. In the next part of the article, we will introduce you to the 4 basic principles of Knowles' theory and the possibilities for their modern application. 

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1. First principle of andragogy.

Adults should participate in the creation and development of the course in which they are involved.
Both younger and older students should feel like active participants in e-learning, but for the second group, this is definitely much more important. They should be an integral part of the development and implementation of the curriculum and assessment. You can achieve this by asking for feedback – this will allow you to create learning materials and tests according to the needs and wishes of your learners.

2. Second principle of andragogy.

Experience should be the basis of every task or activity in the course.
What matters most in andragogy is not the final result, but the experience gained. Therefore, instead of filling your course with tasks that require memorizing information, you can create projects and exercises that encourage learners to explore the topic in depth, thereby acquiring the necessary experience.
In this way, adults can learn from their own mistakes and improve their skills. It is precisely this trial-and-error method that makes e-learning much more meaningful and effective.

3. Third principle of andragogy.

Adult learners should be able to relate the topic of the course to real life and its application and benefits.
If they cannot see how a given module or activity can be useful to them, they will not be enthusiastic about the entire e-learning process. E-learning specialists can increase engagement by integrating scenarios into their courses. In this way, learners will be able to see directly how what they have learned can be applied in real life.

4. Fourth principle of andragogy.

Give older learners the opportunity to absorb information rather than memorize it.
The content of andragogy courses should be aimed at solving a given problem, since adult learners will always look for a way to apply it quickly in practice. Therefore, you should create activities that allow your learners to delve into specific tasks, such as simulations, for example, which allow them to store information in long-term memory through repetition and experience.

The listed principles can be applied in any e-learning course. With their help, it is possible for learners to benefit in different ways, including by beginning to understand key concepts better or by remembering the knowledge they gain for a longer period of time.

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