Abstract
This chapter discusses new perspectives on andragogy that have emerged from research and theory in a variety of disciplines. The chapter is organized by the core andragogical principles and examines new thinking that refines and elaborates on each principle. The core principle that adults need to know why before they engage in learning has led to the now generally accepted premise that adults should be engaged in a collaborative planning process for their learning. Indeed, one of the distinguishing characteristics of many adult learning programs is the shared control of program planning and facilitation. Training fulfillment was defined as the extent to which training met or fulfilled the group’s expectations and desires. The study focused mostly on how the training was conducted and was somewhat consistent with adult learning principles. Perhaps no aspect of andragogy has received so much attention and debate as the premise that adults are self-directed learners.
Learning objectives
Learners will be able to:
- Explain the various refinements to the six core adult learning principles of the andragogical model that have emerged from research and theory.
- Identify factors that moderate and mediate adult learning.
Discussion Questions
Is prior experience always beneficial to the learning process? If not, think of an example.
Reflection Questions
9.1 Report on a personal experience confirming the principle, Learners need to know.
9.2 Report on a personal experience confirming the principle, Self-directed learning.
9.3 Report on a personal experience confirming the principle, Prior experience of the learner.
9.4 Report on a personal experience confirming the principle, Readiness to learn.
9.5 Report on a personal experience confirming the principle, Orientation to learning problem solving.
9.6 Report on a personal experience confirming the principle, Motivation to learn.