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Adult learning theory, or andragogy, is a framework for understanding how adults process and retain information. It was developed in 1968 by Malcolm Knowles, an American educator who argues that adults learn differently from children.
What is Adult Learning Theory, also known as Andragogy. Malcolm Knowles and the 5 Key principles in the workplace for using adult learning theory.
It is an honor for us to join with Malcolm Knowles in this updated and revised ninth edition. The Adult Learner has stood as a core work on adult learning for over 40 years. Our goal is for it to remain a classic in the field of adult learning and human resource development.
One foundation for the transition to active adult learning is found in the adult learning theory of Malcolm Knowles in his studies of how adults learn. There are some similarities in the adult and child classroom, although adults generally have distinctly different motivations to engage in learning.
Knowles posited that adults learn best under the following circumstances: The learning is self-directed. The learning is experiential and utilizes background knowledge. The learning is relevant to current roles. The instruction is problem-centered. The students are motivated to learn.
Knowles theory of andragogy identified five assumptions that teachers should make about adult learners. Self-Concept – Because adults are at a mature developmental stage, they have a more secure self-concept than children.
Knowles’ Theory of Andragogy outlines the five assumptions below: Self-concept: Adults move from being dependent on others to self-direction as they mature. Experience: Adults gain experience as they grow that, in turn, becomes a valuable tool in learning.
Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.
In this article, a quick and easy-to-use summary of adult learning theories categorization is provided, indicating the potential application of each theory in healthcare professional education, and highlighting the importance of connecting educational practices to learning theories.
Adults are mainly motivated to learn by internal factors such as self-esteem, curiosity, desire to achieve, and satisfaction. External motivators like promotions, salary increment, or career advancement, while influential, often rank lower in driving motivation, according to Knowles (Knowles, 1990).