Andragogy-Unit 6-LA1
The six principles of andragogy are (1) the learner’s need to know, (2) self-concept of the learner, (3) prior experience of the learner, (4) readiness to learn, (5) orientation to learning, and (6) motivation to learn (Knowles, M. S., Swanson, R. A., & Holton, E. F. (2005), p. 3).
In this blog, I will describe my adult learning experience in relevance to Malcolm Knowles six principles
- Adult need to know why, they need the reason of learning something (Marriam & Bierma, 2014, p.47)-I appreciate the reason for why do I need to learn about something as part of personal integrity that may participate in many aspects of my life or others in society. It answers the inquiry that was initiated when becoming more self-directed and autonomous and choose what I want to learn and how I want to learn. It’s the transformative process that has a starting point and informative inquiry that keeps me on a track of life-long learning.
- Self-concept- the adult becomes more autonomous and self-directed. Knowles (1984) He believed education was based on situations defined by learner needs versus predetermined curriculums because learners came to understand the meaning of education while they were actually “engaged in the process” of education (Lindeman, 1926, p. xix; as cited in Blondy, 2007, P.117). It appears adult learning built upon relationships of the learning experience, as well as goals and aspirations for the future.Over the past years, I found my self-trending in my career and finding opportunities to grow to be more self-directed and independent; therefore, I can choose and be responsible for my choice. I worked full-time during my adult education, and I was passionate and eager towards a new learning opportunity. I earned experience that I value to invest towards my life-long learning. On the other hand, dealing with students during their practicum, I usually offer them the learning materials and let them set their own understanding of what they learned and what they want to learn and coaching them when needed. For example, verifying patient results requires to review these results from different disciplines. Giving a better understanding of how to interpret these results can be accomplished by learning how to verify clinical results from various aspects. Providing a collaborative learning environment that fosters the mutual respect is encouraging the self-directed approach. The students during their practicum, they develop new ideas based upon knowledge already attained. It’s a collaboration between experience earned during practicum and the new outcome of what was learned. As I work in the healthcare sector, we always follow a standard manual of operation; however -it’s not limited- we can have additional resources from the internet.
One day I was asked about special test collection that it’s not on our sample dispatch and searching up information from the internet was the deal on how to process the collection. We provide the student with our designed checklist, and we asked them to sign for completion when they meet the expectation. Additionally, we asked them to have their goals and their learning expectation created and documented, thereby we can work on gaps and coach them if needed. We provide them with a safe environment to practice, share and exchange information to reach the pertinent goal.
- Experience-an adult accumulates a growing life experience that can bring and invest in a new learning experience. This type of experience that has a contribution to self and others. As an increasing opportunity to what I learned in childhood, and under-graduation level as a dependable learner and to what I accumulate after that time as an in-dependable learner has a positive impact on who I am today, and who I will be in the future. Keep in mind; learning is not limited experience, it can expand upon and branch anywhere it can find the light of growing opportunity. I consider the opportunity as a resource, either to find or you already have or both, its like mind map, you draw the way you want to go through to reach a desirable future. I can employ experience and share this experience with others, in regard, I learn a new lesson that is up to date. I share my experience with my students during their practicum and learn from them to help them reach their goals through the process and find what we can do better for improvement and change. I set my self as an equal to my student, thereby, I usually set an open-mind mode to learn and have the student to participate through discussion and sharing their ideas so we can learn better within that platform.
- Readiness to learn, depend on need- the readiness of an adult to learn is closely related to the developmental tasks of his or her social role. Although Knowles (1984) believed “adults learned primarily out of necessity,” he also believed “learning should be a gratifying and pleasurable experience” (as cited in Blondy 2007, p.123). My readiness to enroll in a master degree is a result branched from my desire to expand my skills and learn from this experience to advance the present and may impact my students during their practicum.
- Adult learners are problem-oriented, Knowles (1984) believed “adults normally did not pursue learning simply for the sake of learning, but because they needed to immediately apply what they were learning to life situations” (Blondy, 2007, p.125). There is a change in time perspective as people mature-from future application of knowledge to immediacy of application. Thus, an adult is a more problem than subject centered in learning. The rewarding part of learning as an adult is “I want to practice what I learned, and bring it to the level that has a sense of meaning and purpose.” The use of the application to what we learned encourages the learning opportunity and growth. Its more explanatory to why question, if I have to answer the inquiry. In the practicum, the students they have more application and hands-on practicing and earning experience that helps them in their future career.
- Internal motivation- Adults are mostly driven by internal motivation, rather than an external motivator. Knowles (1984) believed that adults were best motivated to learn primarily by internal factors, such as increased self-esteem, self-actualization, or recognition (Blondy, 2007, p.126). The intrinsic factors that initiate the first step in learning have more power and autonomous than opportunity comes as an external motivator. The positive outcome of that inner motive is life-long learning path. The foresight of having the better future is long lasting one.
Adult learning principles that emphasize “the relevance and usefulness of the contents, include active and reflective strategies and connect to experience and previous knowledge should be considered to create a meaningful whole” (Palis & Quirose, 2014). The preferred learning environment for me is an online platform, it might be challenging; however, it works around my work schedule, and I can do it at my convenient time.
How technology affects our learning path?
References:
Bartle, M. S. (2013). Andragogy. Research Starters: Education (Online Edition). Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=6&sid=f4c9e5aa-402c-48fa-82f5-27703647a5f1%40sessionmgr102&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=89164070&db=ers
Blondy, L.C. (2007). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of Interactive Online Learning, 6(2), 116-130. Retrieved from: http://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf
Knowles, M. S., Swanson, R. A., & Holton, E. F. (2005). The Adult Learner. Amsterdam: Routledge. Retrieved from http://eds.a.ebscohost.com/eds/ebookviewer/ebook/ZTAwMHhuYV9fMTMwMDk5X19BTg2?sid=b6e49970-6187-4090-8eec-6c676c841050@sessionmgr4009&vid=5&format=EB
Palis, A. G. & Quiros, P. A. (2014). Adult learning principles and presentation pearls. Middle East African Journal of Opthamology, 21(2), 114-122. Retrieved from: http://www.meajo.org/article.asp?issn=0974-9233;year=2014;volume=21;issue=2;spage=114;epage=122;aulast=Palis