Unit II

Lesson I. Nature of Andragogy

Adults are characterized by maturity, self-confidence, autonomy, solid

decision-making, and are generally more practical, multi-tasking,
purposeful, self-directed, experienced, and less open-minded and
receptive to change.

Lesson 2
Characteristics of Andragogy

Characteristics of learners
Personal characteristics often relate to demographic information such
as age, gender, maturation, language, social economic status, cultural
background, and specific needs of a learner group such as particular skills
and disabilities for and/or impairments to learning.

 Characteristics of Adult Learners

When it comes to learning, adults are not oversized children. Maturity
brings unique characteristics that affect how adults are motivated to
learn.
 Autonomy. Adults typically prefer a sense of control and self-
direction. They like options and choice in their learning
environment. Even adults who feel anxiety from self-direction
may learn to appreciate this approach if given proper initial
support.

 Goal-oriented. Many adults have specific goals they are trying

to achieve. They prefer to partake in learning activities that help
them reach their goals.

 Practical. Adults in the workplace prefer practical knowledge

and experiences that will make work easier or provide important
skills. In other words, adults need personal relevance in
learning activities.

 Competence and mastery. Adults like to gain competence in

workplace skills as it boosts confidence and improves self-
esteem.

 Learning by experience. Many adults prefer to learn by doing

rather than listening to lectures.

 Wealth of Knowledge. In the journey from childhood to

adulthood, people accumulate a unique store of knowledge and
 experiences. They bring this depth and breadth of knowledge to
the learning situation.

 Purposeful. Workplace training is often part of an initiative that

involves change. Adults want to know the purpose of training
and the motivation underlying an organization’s training
initiative.

 Emotional Barriers. Through experience, adults may fear a

subject, have anxiety about a subject or feel anger about forced
changes in job responsibilities or policies. These emotions can
interfere with the learning process.

 Results-oriented. Adults are results-oriented. They have

specific expectations for what they will get out of learning
activities and will often drop out of voluntary learning if their
expectations aren’t met.

 Outside responsibilities. Most adult learners have numerous

responsibilities and commitments to family, friends, community
and work. Carving out time for learning affects adult learners.

 Potential physical limitations. Depending on their age and

physical condition, adult learners may acquire psychomotor
skills more slowly than younger students and have more
difficulties reading small fonts and seeing small images on the
computer screen.

 Big Picture. Adults require the big picture view of what they’re
learning. They need to know how the small parts fit into the
larger landscape.

 Responsible for Self. Adult learners often take responsibility for

their own success or failure at learning.
 Need for Community. Many self-directed adult learners prefer a
learning community with whom they can interact and discuss
questions and issues.
 Lesson 3

Difference between Pedagogy and Andragogy

Pedagogy is focused on teacher-led instruction, while ;

Andragogy is focused on student-led instruction with the teacher as a

facilitator.

Differences Between Andragogy and Pedagogy

 Dependence
Andragogy: Adults are independent and desire to be self-directed and
empowered in their learning.
Pedagogy: Children are dependent on the teacher to facilitate and structure
their learning.

vLearning Reasons
Andragogy: Teaching adults centers learning on the necessary skills or
knowledge to further personal and professional development.

Pedagogy: Teaching children centers learning on the essential stages that

a child must accomplish before being able to move on to the next
stage.

Learning Resources

Andragogy: Adults use their own experiences and the experiences of

others to gain a better understanding of the curriculum at hand.
Pedagogy: Children are dependent on the teacher for all learning
resources. The teacher’s role is to create and incorporate engaging
methods for knowledge retention
 Learning Focus

Andragogy: Adult learning is often problem-centered, making the impact

more focused on current events or real life.

Pedagogy: Child learning is a subject-focused model with prescriptive

curriculum.

 Teacher’s Role

Andragogy: The teacher acts more as a facilitator, encouraging

collaboration, mutual respect, and openness with learners.
Pedagogy: The teacher acts more as an expert, bestowing knowledge,
skill, and structure to learners.

Practical Application
 Classroom
Pedagogical methods might include lectures, quizzes and structured
activities.
Pedagogical methods might include discussion, case studies, and practical
problem solving-solving exercises
 Workplace
Pedagogy training programs for new employees might focus on teaching
specific skills and procedures.

Pedagogy –professional development for experienced employees might

focus on leadership skills and strategic thinking.

Understanding these differences can help educators and trainers design

more effective learning experiences tailored to their audience
 Lesson 4

Use of Andragogy in Teaching Adults

1. Adults have a higher sense of self-direction and motivation

Adult learners are much more self-directed and motivated than young
learners.
Adults tend to learn because they want to or they see the direct
benefit of learning, rather than because they are told to or are
expected to.
2. Adults use their life experience to facilitate learning

Adult learners rely heavily on their experiences when they engage in

learning, and they benefit from training programs that understand
this.
Content that draws from real-world examples, relatable scenarios and
builds on direct experience will lead to a more meaningful
understanding of the subject.
3. Adults are focused on achieving goals

Adults enter the learning process focused on results. They need to

know how the information will help them achieve their goals, whether
personal or professional.
4. Adults need to know how the information is relevant
To properly engage a learner, the relevancy of the information within
the training program must be highlighted.
5. Adults are practical

Adults learn quickly and remember what they learn when they can
turn around and apply that knowledge in their role.
6. Adults are looking for help and mentorship
Adult learners understand that looking to an experienced role model
will help them in their learning journey.
7. Adults are open for modern ways of learning

Adults are flexible when it comes to how they engage with

knowledge. They understand that it can be gained in a variety of
different ways, and are willing to try new formats.
8. Adults want to choose how they learn
Adult learners respond positively to self-directed learning.
Being able to control how and when they learn means that they are
more likely to be fully engaged with the content, rather than simply
going through the motions of learning.
Strategies for Implementing Andragogy
1. Encourage Collaboration: Use group discussion, peer reviews and
collaborative projects to leverage the collective experience of the
group.

2.Facilitate Rather Teach- acts as a facilitator who guides and supports

rather than traditional teacher who directs and controls

3. Problem –Based learning; Design learning activities around real-life

problems and scenarios that adults are likely to encounter.
4. Flexible Learning Paths: Allow learners to choose topics or projects that
interest them and align with their goals
5. Use of Technology: Incorporate digital tools and online resources flexible
and accessible learning options.

Practical Applications

 Workplace Training- Use case studies , simulations, and role playing to

address specific job-related challenges.
 Professional Development; Offer workshops and seminars that focus on
skills and knowledge directly applicable to the learners careers.

 Professional Development; Offer workshops and seminars that focus on

skills and knowledge directly applicable to the learners careers.
 Community Education; implement Programs that address community
issues and encourage civic engagement.
Example Activities
 Case Studies: Present a real- world problem and have learners work in
groups to develop solutions.
 Reflective Journals – Encourage learners to keep journals where they
reflect on their learning experiences and how they apply to their lives
 Peer Teaching: have learners prepare and deliver mini-lessons on
topics they are knowledgeable about postering a collaborative learning
environment.