Reviewing the Evidence on How Adult Students Learn - An Examination of Knowles’ Model of Andragogy

Oct 15, 2026

Uploaded by Đào

Reviewing adults’ learning requires examining Knowles’ andragogy model alongside competing pedagogical assumptions. The article draws on adult education experience to show why learners need clear reasons for learning, how readiness and work-based application support engagement, and how adults often prefer autonomy over lecturer direction. It contrasts andragogy with pedagogy, explaining why pedagogy can still serve as a starting approach for dependent learners entering unfamiliar content areas.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Adult learners and learning readiness

Comparing andragogy and pedagogy

Previous Back to contents Next Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles’ Model ofAndragogy valerie mcgrath The rationale for writing on this topic area came about from my experience with teaching adults on a variety of evening programmes. Students from a variety of backgrounds tend to enrol on business type courses that are accredited by the Institute of Commercial Management and Institute of Public Administration. In some cases, the students in these courses left education at a young age, often before they had completed secondary education, often due to not being comfortable with the teaching style that was adopted by the teacher in the classroom. Students felt that the teaching style did not promote learning in the classroom and that students were not allowed to question the material discussed in the classroom. When these students enrolled in evening programmes they were often surprised that they were allowed to contribute to discussions in relation to a variety of topics. The difference in the teaching style often encouraged students to further their education and to participate in more courses at a later stage. While there maybe similarities between adults and children in how they learn (such as language, interaction and communication), many writers argue that adult learners are different from child learners in a number of ways. The aim of this article is to review how adults learn through examining one particular theory of adult learning. Adult learners need to know why they are learning new knowledge before they are willing to participate. In the context of evening courses such as those focusing on business subjects, employers seek to convince adult learners to participate in a course by emphasising the benefits of acquiring a qualification or learning new skills. This can be evidenced in situations where adults partici- Previous Back to contents Next pate in courses that focus on management, marketing and accounting skills. Students are encouraged to incorporate what they learn in the classroom into their everyday work lives via a work-based project. If adults are aware why they are learning new skills, there will be a ‘readiness’ to learn and they will be more willing to participate in discussions in the classroom or learning context. Adult learners who have been given a ‘second chance’ at education might be more motivated to learn than children or secondary school students because they will be able to draw a connection between the material that is discussed in the classroom and what is happening in their own lives. Unlike children, adults tend to take responsibility for their own learning and they do not want to be directed by the lecturer during class. Two conflicting learning theories, known as andragogy and pedagogy, have a particular relevance to the adult educator. The pedagogical theory assumes that the student will simply learn what they have been told. Some people would associate pedagogy solely with children, but surprisingly it can also be associated with adult learning. The majority of today’s adult learners were exposed to classroom learning in previous educational experiences that promoted pedagogical practices. As a result of this experience adults may be unwilling to participate in an adult education type course later in life as they have the perception that the same style of teaching and learning is still in existence intoday’s adult classroom. Of course in certain circumstances students come to a course without having any background knowledge of the field of study. For example, if a person was to attend an accounting course with no background knowledge of the area, the lecturer would have to use the pedagogical approach in which they would explain the basics of accounting to the student. As the course progresses, the student is asked to apply examples from their own interest or field of practice to the course so they can create a link between thei

FAQs

Why do adult learners need to know why they are learning new knowledge?

Adult learners are more willing to participate when they understand the purpose of learning. In evening courses, employers emphasize qualification benefits and new skills to build this motivation.

How does the article describe how adults relate learning to their own lives?

Adults with prior life experience can connect classroom material to what is happening in their own work and personal situations. This linkage supports motivation and greater engagement in discussions.

What is the relationship between andragogy and pedagogy in the article?

The article presents andragogy and pedagogy as conflicting theories relevant to adult educators, but it also argues that pedagogy may still be appropriate as an initial strategy when learners are dependent or entering unfamiliar content.

Oct 15, 2026

Uploaded by Đào