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.
The course aims to enhance online learning beyond factual retention and assessment. It emphasizes adopting Malcolm Knowles' Theory of Adult Learning, highlighting principles like self-directed learning, leveraging accumulated experience, readiness tied to social roles, and immediate application focus. This approach encourages instructors to develop a philosophical foundation for adult education in online settings. It promotes interactive learning activities, respectful relationships, responsive facilitation, and reflective practices to foster deep understanding and application of knowledge. Instructors can apply Knowles' principles by designing activities that promote self-directed learning, integrating learners' experiences, aligning content with learners' social roles, and emphasizing immediate applicability.
I've learned the value of reality-based learning modalities.
I have realized that adult learners need to have the freedom to see the application of information being shared and taught. Generally, if allowed, students can bring a lot of good opportunities of discussion as long as the instructor guides the conversation.
I learned about many of the specific attributes of adult learners that might differ from younger students.
Getting students to be responsible for their own learning objectives can be a challenge, especially in an accelerated term such as ours. On discussion boards, this can be particularly challenging.
To facilitate that goal, I ask bolded open ended questions on the board, but not to every student, because I try to mix up my response types to keep their interest. That said, many times students don't circle back around to answering the questions. I could be more diligent about following up with them one on one when they fail to do this. The expectation is set from Day One, however, that this is part of the etiquette of discussion boards. After all, you wouldn't just ignore me face to face if I asked you a direct question, would you? Probably not.
I really enjoyed this course in the fact that it enforces that instructors can be guides for adult learning. I think there are perceptions that take place in that instructors should be teaching and are responsible for students understanding all information. This course has reinforced that actually positive learning techniques and classroom practices involve more open discussion and democratic principles, while guiding adult learners to success, without the assumption that the instructor has to be the dictator to ensure student retention.
I do like the ideal of respectful relationships, responsive facilitation, reality based learning, and reflection both for the instructor and the student are all important to help ensure success for the adult learning process.
Not to forget the learner in the development of the content and the role of democracy, even in an online classroom.
I enjoyed the theoretical information; too often I think career education doesn't provide our faculty with a theoretical underpinning from which to build a course or classroom management. I like the R's of Andragogy as well & hope to incorporate several things from this course into my course design as I overhaul my online course organization.
I learned about the 4 Rs of androgogy, and while I am not instructing courses currently, they can also be applied in tutoring to really help students fully learn and grasp the concepts taught in the classroom.
I have learned more about the four R's of Andragogy. Responsive facilitation was enlightening.
I have learned that as instructors, it is important that we realize that adults learn differently from children. Adults have a plethora of experience that can be used as a valuable resource for learning. They can be more motivated and more successful if they are learning about topics that apply to their life, that they want to learn, and have a say in the learning process. The key for instructors is to be successful when teaching adults is to create a safe environment for the adult learner to share their viewpoints and opinions comfortably, and try to meet the student where they are at, when they are ready.
I have learned you have to allow adults to the opportunity to review the material at their own pace
I've learned that online adult learners need to know the immediate relevance of the courses they are teaching. They do better when they understand the purpose and use of the courses they take.
Engaging with learners as partners in their learning journey is vital to continued growth and development. Ultimately creating a respectful and inclusive, psychologicaly safe environement for curisoity and and experimentation will further enhance learning outcomes and objectives.
