Andragogy in Online Learning | Origin: EL140
This is a general discussion forum for the following learning topic:
Andragogy in Online Learning
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
This module presents the concept of andragogy. The speaker highlighted Knowles' principles of adult learning/learners. Those include the transition from dependent personality to self-direction, the accumulation of a reservoir of experience, readiness to learn, and a sense of timely urgency to apply the material.
The importance of respectful relationships within the course is what stood out to me the most. I believe that without this, a class can be very hard to facilitate, the messages don't stick, and students become less interested in what their learning. I will ensure to set these democratic and open-minded standards in the start of the course.
He aprendido que la andragogía en el aprendizaje en línea no se trata solo de “adaptar contenidos”, sino de diseñar experiencias donde el estudiante adulto tenga autonomía, use su experiencia como recurso, aprenda desde roles y problemas reales, y obtenga aplicación inmediata (Knowles).
¿Cómo lo aplicaré? En mi curso online de Contabilidad Gerencial (Canvas), especialmente en temas como EVA, voy a:
Iniciar con problemas reales (“la utilidad sube, pero el valor cae”) para activar el need-to-know.
Incorporar elección (menú de casos por industria o “mi sector”) para fortalecer el aprendizaje autodirigido.
Convertir la experiencia del estudiante en evidencia, usando foros con prompts estructurados (“1 insight + 1 riesgo + 1 KPI”).
Diseñar laboratorios de decisión con una sensibilidad obligatoria (NOPAT / capital invertido / WACC) para promover experimentación y trade-offs.
Implementar un ciclo borrador → feedback → versión final con SpeedGrader y peer review, simulando iteración real del trabajo.
Evaluar más por desempeño (calidad del diagnóstico, viabilidad del plan 30–60–90 y KPIs) que por cálculos aislados.
In this module I learned about Malcolm Knowles and how he is considered the father of adult education. I'm happy that someone shed some light on this subject because adult and children really do learn differently. While all 4 principles are important, I believe I can connect most with the second one, where an adult accumulates a growing reservoir of experience. This principle is especially important to understand because as adults, we all have learned from experiences and some experiences are not in books but in real life.
Challenge your thinking, and allow yourself to envision new ways to see things.
Exploring concepts like Knowles’ four principles, reality-based learning, and responsive facilitation has reinforced the importance of creating learning environments that are dialogic, performance-centered, and adaptable to diverse learner needs. I intend to apply these lessons by building more choice and autonomy into my courses, intentionally drawing on students’ reservoirs of experience during discussions, and framing content consistently around the roles they are preparing to step into as nurses. I also plan to strengthen my facilitation by offering constructive, non-judgmental feedback, creating opportunities for students to set and track their own learning objectives, and incorporating evidence-appraisal activities that highlight that knowledge is evolving and not solely instructor-driven. Ultimately, I will apply what I’ve learned by moving my teaching further away from rigid templates and closer to engaged, reality-based, adult-centered learning.
"You don't get anywhere in teaching and learning unless you create respectful relationships." The online instructor is the facilitator, not the authority.
Comment on Brian Simper's post: Brian - That sounds like a good practice. It moves them beyond mere memorization. I find that I also gain by asking them how they might, or have, apply the lab experience to future practices in their prospective field of work.
I use reflection a lot in my classes to encourage the students to think about what they have experienced in a lab and ask questions based on that experience.
Of the 4 Rs, I would like to focus more on Reflection. It's easy to go through the first three Rs and then blow past what is a very important stage.
I have learned when teaching adult learners, it is important to have the lesson to real life experiences.
This course goes beyond simple fact recall and standardized assessments by focusing on meaningful online learning experiences. Central to its approach is Malcolm Knowles’ Adult Learning Theory, which stresses the importance of self-direction, drawing on learners’ prior experiences, aligning learning with real-life roles, and emphasizing practical, immediate use of knowledge. Unfortunately, the standardized CANVAS modules we are provided as instructors often limit us to teaching methods that emphasize memorization and repetition. These constraints leave little room for authentic, experience-based learning. While we can try to include small group discussions, the rigid structure of the modules doesn’t easily allow us to integrate our own professional experiences, or those of our students, into the learning process. If we, as instructors, are not permitted to adapt or personalize the content based on the needs of each cohort, we risk failing in our role as true educators, especially in light of Malcolm Knowles’ framework for adult learning.
Probably the biggest thing is to realize that adult students need to see how the information or learning affects their life in a positive way. When I meet with students for their final book check, I have begun asking them what thing they learned in pre-release that they will probably use when they get out. The number one answer is budgeting. I then follow-up with asking how their life could be different if they learned to follow a budget in order for them to see the practicality of it and all the way their life could be better.
Real applications for learning are motivating. These need to be highlighted in online courses that do not provide the same experiences as an in-person lab.
I loved the mnemonic, the 4Rs - respectful relationships, responsive facilitation, reality-based learning, and reflection. All will help build a mutual, trusting relationship and enhance the learning experience and process for the students and faculty facilitator.
Comment on Magen Goforth's post: I like that you point out how important rapport with our students can be. Without mutual respect and trust, learning is stifled.
I think one of the most powerful takeaways is the emphasis on responsive facilitation. When we provide descriptive feedback in democratic learning environments, students are empowered and build confidence. Shifting the center of the classroom from instructor to student-lead takes a great deal of effort and training. Instead of focusing on who is leading, I intend to further make my classrooms collaborative, shared learning environments with skill acquisition that is immediately applicable in adults' lives.
Andragogy emphasizes ensuring that adult learners are actively involved and that the learning is connected to real-life situations. I’ve learned that building respectful relationships and using responsive facilitation is key, where I guide learners without controlling everything.
This course helped me to understand the application of respectful relationships, the appreciation of reality-based learning, being as receptive as possible and generating reflection on action. The four R’s of Andragogy will enable me to optimize my teaching skills with my students.
