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.
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.
I learned that adult learners are not children. Pedegogy is very different from Andragogy. I also realize that the CANVAS "modules" we are given as instructors, back us into a corner of requirering learners to memorize and regurgitate. There is not time in the course to experieince true reality based learning. We can try and have small group discussions but the modules given to us do not allow for our own experieinces to be incorporated into learning, let alone the student's experieinces. As instructors, if we cannot have some input or allowed to make changes (depending on the cohort registered for the class) to an on-line course then we are failing as educators to truly educate the learners in the ways that Malcolm Knowles has posited.
This course has reminded me of how I am able to diversify and personalize learning materials to reflect the lives and areas of expertise of adult learners. Knowing how best to critically engage with non-traditional students is important for them to feel empowered in their own learning process.
I learned the importance of incorporating the 4 Rs. I'm very focused moving forward on "dialogue learning"
I learned about Malcolm Knowles 4 principles of andragogy and the differences between the needs of adult learners and non-adult learners. Being aware of these 4 principles can help me make modifications to my lessons and teaching.
A lot of this felt like common sense, but it was really useful to see it spelled out. I will absolutely be posting Knowles' principles in my office so I can remember them as I'm designing content, preparing to teach, and assessing and providing feedback to students.
I have learned that adults have different needs and that we need to address them effectively. Also, giving appropriate feedback is key so learners don't feel judged.
This is very helpful. Reflecting on my old ways made me realize I can do less to make more impact.
I have learned that adult learners like autonomy, incorporation of their life experience in their learning, and immediate application of what they have learned. I will incorporate more strategies for immediate engagement with the class materials in real life.
I have learned that adult learners are better able to retain and appreciate learning when real-life examples are used.
