{"id":81579,"date":"2020-06-23T18:01:03","date_gmt":"2020-06-23T16:01:03","guid":{"rendered":"https:\/\/www.quiddis.com\/?p=81579"},"modified":"2021-01-28T10:24:51","modified_gmt":"2021-01-28T09:24:51","slug":"elearning-adults-training-six-principles-andragogy","status":"publish","type":"post","link":"https:\/\/www.quiddis.com\/en\/elearning-adults-training-six-principles-andragogy\/","title":{"rendered":"ELearning in adults training: six principles of Andragogy"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">In the <\/span><b>instructional design <\/b><span style=\"font-weight: 400;\">of corporate training programs, both face-to-face and eLearning, it is crucial to always take into account <\/span><b>special needs <\/b><span style=\"font-weight: 400;\">related to <\/span><b>adult learning <\/b><span style=\"font-weight: 400;\">described by <\/span><b>Andragogy<\/b><span style=\"font-weight: 400;\">. In this article we will illustrate these theories, trying to explain what they mean for instructional design.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_81 counter-flat ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\"><p class=\"ez-toc-title\" style=\"cursor:inherit\"><\/p>\n<\/div><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.quiddis.com\/en\/elearning-adults-training-six-principles-andragogy\/#ANDRAGOGY_vs_PEDAGOGY\" >ANDRAGOGY vs. PEDAGOGY<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.quiddis.com\/en\/elearning-adults-training-six-principles-andragogy\/#THE_SIX_PRINCIPLES_OF_ANDRAGOGY_BY_KNOWLES\" >THE SIX PRINCIPLES OF ANDRAGOGY BY KNOWLES<\/a><\/li><li class='ez-toc-page-1'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.quiddis.com\/en\/elearning-adults-training-six-principles-andragogy\/#ANDRAGOGY_IN_ELEARNING\" >ANDRAGOGY IN ELEARNING<\/a><\/li><\/ul><\/nav><\/div>\n<h4><span class=\"ez-toc-section\" id=\"ANDRAGOGY_vs_PEDAGOGY\"><\/span><b>ANDRAGOGY vs. PEDAGOGY<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">The term \u201c<\/span><b>andragogy<\/b><span style=\"font-weight: 400;\">\u201d was coined in analogy with \u201c<\/span><b>pedagogy<\/b><span style=\"font-weight: 400;\">\u201d, traditionally born with reference to children training.<br \/>\n<\/span><span style=\"font-weight: 400;\">Andragogy focuses specifically on <\/span><b>adults training and education<\/b><span style=\"font-weight: 400;\">, defined by <\/span><b>UNESCO Nairobi Declaration <\/b><span style=\"font-weight: 400;\">of 1976 as <\/span><span style=\"font-weight: 400;\">\u00ab<\/span><i><span style=\"font-weight: 400;\">the entire body of organized <\/span><\/i><b><i>educational processes<\/i><\/b><i><span style=\"font-weight: 400;\">, whatever the content, level and method, whether formal or otherwise, whether they <\/span><\/i><b><i>prolong or replace initial education<\/i><\/b><i><span style=\"font-weight: 400;\"> in schools, colleges and universities as well as in apprenticeship, whereby persons regarded as adult by the society to which they belong <\/span><\/i><b><i>develop their abilities<\/i><\/b><i><span style=\"font-weight: 400;\">, enrich their <\/span><\/i><b><i>knowledge <\/i><\/b><i><span style=\"font-weight: 400;\">improve their <\/span><\/i><b><i>technical or professional qualifications<\/i><\/b><i><span style=\"font-weight: 400;\"> or turn them in a new direction and bring about changes in their attitudes or behaviour in twofold perspective of <\/span><\/i><b><i>full personal development<\/i><\/b><i><span style=\"font-weight: 400;\"> and participation in balanced and independent <\/span><\/i><b><i>social, economic and cultural development<\/i><\/b><span style=\"font-weight: 400;\">\u00bb.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Apart from the <\/span><b>target of reference<\/b><span style=\"font-weight: 400;\">, a difference between Andragogy and Pedagogy is the focus of the educational process: in the second one, the attention is on <\/span><b>training itself<\/b><span style=\"font-weight: 400;\">, while in the first is on <\/span><b>motivation<\/b><span style=\"font-weight: 400;\">, connecting training to a <\/span><b>practical application <\/b><span style=\"font-weight: 400;\">of acquired content.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4><span class=\"ez-toc-section\" id=\"THE_SIX_PRINCIPLES_OF_ANDRAGOGY_BY_KNOWLES\"><\/span><b>THE SIX PRINCIPLES OF ANDRAGOGY BY KNOWLES<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">Andragogy found its leading spokesperson in Malcolm Knowles, who develops its principles with progressive modifications between the Seventies and the Nineties, ending up with the six ones we know today.\u00a0<\/span><\/p>\n<h5><b>1. Need to Know<\/b><\/h5>\n<p><span style=\"font-weight: 400;\">To adults, it is crucial to <\/span><b>know why <\/b><span style=\"font-weight: 400;\">it is necessary for him to learn something. Be aware of the <\/span><b>advantages of learning<\/b><span style=\"font-weight: 400;\">, in fact, seems to be a <\/span><b>highly motivating factor<\/b><span style=\"font-weight: 400;\">, both when those reasons are related to an improvement in the <\/span><b>quality of life <\/b><span style=\"font-weight: 400;\">and when they lead to better <\/span><b>work performances.\u00a0<\/b><\/p>\n<h5><b>2. Experience<\/b><\/h5>\n<p><span style=\"font-weight: 400;\">Compared to younger learners, adults have <\/span><b>more experience<\/b><span style=\"font-weight: 400;\"> and, in most cases, they gather their own <\/span><b>identity <\/b><span style=\"font-weight: 400;\">from this background. This implies, on one side that adults training can reach better results if <\/span><b>lies on previous knowledge and competences<\/b><span style=\"font-weight: 400;\">, with <\/span><b>programs<\/b> <b>customised <\/b><span style=\"font-weight: 400;\">in terms of strategies and modalities. On the other hand, experience can lead to <\/span><b>mental rigidity<\/b><span style=\"font-weight: 400;\">: therefore, <\/span><b>adapting programs <\/b><span style=\"font-weight: 400;\">to real needs of learners becomes even more important.\u00a0<\/span><\/p>\n<h5><b>3. Self-concept<\/b><\/h5>\n<p><span style=\"font-weight: 400;\">Growing up, learners acquired more <\/span><b>self awareness <\/b><span style=\"font-weight: 400;\">and move from being dependent &#8211; typical of children &#8211; to more and more <\/span><b>autonomy<\/b><span style=\"font-weight: 400;\">. In training settings, then, it is crucial for the adult to perceive this <\/span><b>independence<\/b><span style=\"font-weight: 400;\">, being able to <\/span><b>make choices <\/b><span style=\"font-weight: 400;\">in relation to the learning process.\u00a0<\/span><\/p>\n<h5><b>4. Readiness<\/b><\/h5>\n<p><span style=\"font-weight: 400;\">As we said, adult learning need to be related to <\/span><b>contingent needs<\/b><span style=\"font-weight: 400;\">: motivation thrives from being aware that acquired information are <\/span><b>useful <\/b><span style=\"font-weight: 400;\">to solve <\/span><b>daily problems<\/b><span style=\"font-weight: 400;\">, both in the personal and work life.\u00a0<\/span><\/p>\n<h5><b>5. Problem Orientation<\/b><\/h5>\n<p><span style=\"font-weight: 400;\">Adults training should not be focused on content itself, but rather on its <\/span><b>practical uses<\/b><span style=\"font-weight: 400;\">. About this, it is fundamental to present <\/span><b>competences, knowledge and abilities <\/b><span style=\"font-weight: 400;\">in this perspective, so that an adult is more <\/span><b>willing to learn<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h5><b>6. Intrinsic Motivation\u00a0<\/b><\/h5>\n<p><span style=\"font-weight: 400;\">The last but not least of <\/span><b>Andragogy\u2019s principles <\/b><span style=\"font-weight: 400;\">is about <\/span><b>motivation to learn<\/b><span style=\"font-weight: 400;\">. Specifically talking about adults, in fact, it is proved that <\/span><b>intrinsic motivations<\/b><span style=\"font-weight: 400;\"> are in any case stronger than external ones, such as prizes and incentives. This is related to <\/span><b>self-determination <\/b><span style=\"font-weight: 400;\">(<\/span><span style=\"font-weight: 400;\">Deci and Ryan, 1985): according to this theory, people are led to change and grow by <\/span><b>innate needs<\/b><span style=\"font-weight: 400;\">, competence autonomy and relatedness. Exploiting these mechanisms, the instructor can therefore act as a <\/span><b>facilitator<\/b><span style=\"font-weight: 400;\"> and let the student <\/span><b>motivate himself<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4><span class=\"ez-toc-section\" id=\"ANDRAGOGY_IN_ELEARNING\"><\/span><b>ANDRAGOGY IN ELEARNING<\/b><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><span style=\"font-weight: 400;\">What does this mean for <\/span><b>instructional design <\/b><span style=\"font-weight: 400;\">targeting <\/span><b>adults <\/b><span style=\"font-weight: 400;\">and using<\/span><span style=\"font-weight: 400;\"> digital training<\/span><span style=\"font-weight: 400;\">?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Without any doubt, Andragogy and its principles offer <\/span><b>interesting starting points <\/b><span style=\"font-weight: 400;\">to organize <b>eLearning <\/b>programs, in particular in relation to <\/span><b>motivation and engagement<\/b><span style=\"font-weight: 400;\">. Having content available <\/span><b>on demand<\/b><span style=\"font-weight: 400;\">, in fact, allows to have training when <\/span><b>needed<\/b><span style=\"font-weight: 400;\">, when the adult is<\/span><b> ready to learn <\/b><span style=\"font-weight: 400;\">to solve practical problems. At the same time, being able to access a <\/span><b>Corporate Academy <\/b><span style=\"font-weight: 400;\">autonomously exploits <\/span><b>intrinsic motivation <\/b><span style=\"font-weight: 400;\">to growth and allow the adult to self manage its learning progress.\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Do you want to know more about <\/span><b>Corporate Academies<\/b><span style=\"font-weight: 400;\">, how they work and which <\/span><b>benefits <\/b><span style=\"font-weight: 400;\">they can bring to <\/span><b>organisations<\/b><span style=\"font-weight: 400;\">? Follow our next articles!\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<h4><b>REFERENCES<\/b><\/h4>\n<p><span style=\"font-weight: 400;\">UNESCO XIX Conference (1976), <\/span><a href=\"https:\/\/uil.unesco.org\/fileadmin\/keydocuments\/AdultEducation\/en\/declaration-nairob_e.pdf\"><i><span style=\"font-weight: 400;\">Recommendation on the development of adult education<\/span><\/i><\/a><i><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/i><span style=\"font-weight: 400;\">Deci, E.L. and Ryan, R.M. (1985a). <\/span><a href=\"https:\/\/selfdeterminationtheory.org\/SDT\/documents\/1985_DeciRyan_GCOS.pdf\"><i><span style=\"font-weight: 400;\">The General Causality Orientation Scale: Self determination in personality<\/span><\/i><\/a><span style=\"font-weight: 400;\">. Journal of Research in Personality, 19, 109- 134.<br \/>\n<\/span><span style=\"font-weight: 400;\">Deci, E.L. and Ryan, R. M. (1985b). <\/span><a href=\"https:\/\/www.gbv.de\/dms\/ilmenau\/toc\/02144546X.PDF\"><i><span style=\"font-weight: 400;\">Intrinsic motivation and self-determination in human behavior<\/span><\/i><\/a><span style=\"font-weight: 400;\">. Plenurn Press, New York. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h3 style=\"text-align: center;\">Did you like this article? Share it!<\/h3>\n","protected":false},"excerpt":{"rendered":"<p>In the instructional design of training programs targeting adults, eLearning seems to comply with the six principles of Andragogy. Read the article to find out why. <\/p>\n","protected":false},"author":2,"featured_media":81581,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rs_blank_template":"","rs_page_bg_color":"","slide_template_v7":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-81579","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-elearning"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>ELearning in adults training: six principles of Andragogy - Quiddis<\/title>\n<meta name=\"description\" content=\"In the instructional design of training programs targeting adults, eLearning seems to comply with the six principles of Andragogy. 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