Historically, many brick and mortar-type academic institutions have struggled in creating the innovative and dynamic learning environments necessary in order to successfully engage adult learners; which, as an unfortunate consequence, often results in poor retention rates and inadequate provision for professional development of instructors or professors. Fortunately, through modern advancements in mobile technology, the internet and research in andragogy, this trend is decreasing as both adult learners and institutions greatly benefit from a vast array of these available resources.
Malcolm Knowles, the foundational thinker of andragogy outlines security in self-concept, past experience, readiness to learn, practicality, internal motivation and the reason for learning as six basic assumptions when creating a good learning experience for adults. As a lifelong learner, I believe that most adults enjoy and understand how their unique blend of capabilities contribute to their sense of self-concept and how it helps to develop practical and relevant means of achieving their life and learning goals. Not only does a reservoir of past experience benefit present and future decision-making in one’s career, but for me personally, has become a tremendous resource in which to integrate within group tasks, critical-thinking exercises and within the overall learning infrastructure.
Ultimately, with maturity comes a greater self-awareness and concept of time, or in the case of adults, a lack thereof; therefore, like Knowles, I believe that for adult learners, practicality can be a very powerful motivator in driving the readiness to learn because they know exact why and how they can apply the learning. Through my undergrad, I have had the pleasure of working alongside adults who enjoy immediate reciprocal benefits as it relates to their professional output when immersed in an andragogic environment that supports their preference for learning. As a pioneer in the study of multiple intelligences, specifically in pedagogy, Howard Gardner (1995) supports this when he states, “education works most effectively for most individuals if these differences in mentation and strengths are taken into account” (p. 208). In other words, like children, ‘differences’ in terms of the degree and measure of one’s self-awareness, self-regulation, discipline, and motivations, adults too, will undoubtedly thrive when an androgogous-minded curriculum meets their maturity, expectations and experience.
Matt
Gardner, H. (1995, November). Reflections on multiple intelligences: Myth and messages. The Phi Delta Kappan, 77(3), 200-203, 206-209.