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Running head: ANDRAGOGY MODEL 1

Literature Review

Student’s Name

Institutional Affiliation

ANDRAGOGY MODEL 2

Introduction

Andragogy adult-learning theory involves the study or concepts of the techniques in

which adults learn. There would be discussions of the theory’s assumptions through case studies

and theoretical information from various authors. The assumptions include self-concept, learner

experience, readiness and willingness to learn, learning orientations, and motivation. The study

of the topic would enable one to differentiate between pedagogy and andragogy. The casework

would also elaborate on the need for further research regarding andragogy. There would be

discussions on current situations, the methods utilized to gather information, the theory’s history,

thematic literature review, questions for further studies, and conclusion.

Current situation

The research aims to discuss the application of andragogy type of adult learning to

various settings such as business and health. Corporations, companies, and institutions continue

to understand how adults learn best while trying to improve their employees' training programs.

There lacks a commonly accepted hypotheses that could explain every aspect of the learning

process, despite studies on the subject as early as the twentieth century. The deepening and

further development of knowledge in adult learning, has led to a majority of scientists creating

various models (Ogienko and Lytovchenko, 2017, p. 97). The scientific models mostly rely on

Malcolm Knowles' andragogical principles. Andragogy, which Michael theorizes and applies

into practice, remains popular and famous. Knowles proposed the theory as a method of

distinguishing pre-adult schooling from adult learning.

Methods

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The selection criteria for sources was the objectivity to determine opinions and facts, the

writer’s qualifications, considering if the data was reliable, and the accuracy of the information.

The research depended upon journal articles on the Google Scholar website, which shared

qualitative data. The choice of references considered health and business environments because

they are crucial places where adults can learn much.

History

Alexander Kapp came up with the word 'andragogy' in the year 1883, to characterize the

educational model utilized by Plato. People did not understand the term until the year 1926 when

Lindeman Eduard wrote comprehensively about andragogy (Ozuah, 2016, p. 83). Lindeman said

that adult learning is through solving problems. He continued by stating that the process involves

knowing and accessing one's experiences. Lindeman shares some of his problems and obstacles,

in which he had to find solutions. The incident enables him to become a teacher and guide, who

takes part in learning the relevance and vitality of his experiences and facts.

Malcolm Knowles and other educational writers elaborated on Eduard's work from the

year 1959. The expansion of Lindeman's work led to new beliefs regarding adult learners.

Knowles, in the year 1972, declared that several industrial corporations were interested to use the

andragogical educational paradigm and it enhances both task effectiveness and interpersonal

relationships (Henschke, 2013, p. 5). Writers such as Ingalls (1976) also saw the need for

utilizing the model in corporate environments. Ingalls shared some dimensions in which

managers have to assist their staff, the first one being developing a social setting in which the

employees feel respected. The other dimensions include handling mistakes as ways of growth,

assisting subordinates to learn, assisting them to acquire knowledge from experiences and

practical work incidences (Henschke, 2013, p. 6). Others are involving the staff in personal

ANDRAGOGY MODEL 4

planning and self-appraisal for improvement in performance; encouraging or permitting

experiments and innovation if the ideas seem possible, know problems affecting the staff, and

looking for an initiative to solve any arising issues.

Thematic Literature Review

The andragogical framework and model has certain methods and principles of learning

which are distinctive from the pedagogical learning. There are various principles associated with

this kind of learning. Adults should first know the value of learning and its future benefits. The

second principle is that adults are independent thus can learn alone. Thirdly, an adult can learn

through personal experiences. Fourthly, there is a linkage between an adult's developmental tasks

and his preparedness to teach (Ogienko et al., 2017, p.98). The fifth principle is that adults are

usually interested to apply acquired knowledge to practical situations. Lastly, internal factors

determine an adult's interest to learn. The main difference between pedagogical and andragogical

models is the responsibility of participants. The teacher determines every basic criterion for

learning purposes, including methods and content in the pedagogical model. An adult learner, on

the other hand, leads in every phase of learning in the andragogical model. The adult finds a

suitable learning place, evaluates learning tools, creates objectives, implements and accesses the

learning procedures.

Health Settings

People have different experiences and come from various backgrounds, which the

challenges learning and teaching in Intensive Care Unit (ICU). There is a need to optimize

experiences of the diverse group since they work in busy environments. Hall and Lepine (2017)

did a study of the educational practices used at the Medical-Surgical Intensive Care Unit of St.

ANDRAGOGY MODEL 5

Michael's Hospital within the fiscal years of 2015 and 2016. There were observations and

analyses of current teaching techniques concerning Malcolm Knowles' method of adult study.

The results showed that during weekdays except for Fridays, the residents teach suitable topics

related to medicine for two hours. Every session has a didactic lesson on a subject predetermined

by tutors. Learners and residents do not take part in the content or design of the sessions meant

for them. The authors proposed the need to modify the hospital's teaching structure by utilizing

Knowles' features of Andragogy. The presentation of the recommendations in the table below.

Elements

Current Exercises

Recommendations for

realistic enhancements

Assembling Learners

Didactic sessions which

are happening for one

month

Open didactic lessons for

the remaining fourteen days

Environmental setting

There should be a

designates class with one

facilitator and small

groups

There is no need to make

any changes

Planning

The tutors must plan in

advance to avoid missing

out on teaching essential

topics

Facilitators and learners

should both plan the

process

Determining the learning

requirements

The didactic lessons

should be organized by the

teachers based on the

The themes of the sessions

would be arranged by the

residents

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expected resident

requirements

Creating goals and

objectives

The instructors set the

goals

The learners should be

responsible for setting

personal goals while the

facilitator and resident

would create practical

objectives

Designing the learning

process

The teacher decides the

subject matter

There is a need to explore

learning materials that are

beneficial to ICU during

one didactic lesson

Learning Activities

Sequences and themes

would depend on the tutor

One didactic lesson

dedicated to assisting to

identify beneficial learning

resources for easier

attainment of the objectives

during care rotation

Assessment

Assess every session

Evaluate every session

about self-learning and

attainment of personal

goals.

ANDRAGOGY MODEL 7

Business settings

There is the utilization of Knowles' andragogy during corporate training. The first phase

entails assessing the employees' needs because it assists coaches to create customized programs

that are productive than already established ones. There are three methods of determining

training needs. The job-task study enables the precise definition of what one has to learn

(Ogienko et al., 2017, p. 99). The organizational analysis defines the preferences in training and

the organization’s willingness to offer it concerning the company's strategic objectives. The

personal analysis identifies the staff who mostly requires training. The company can train all

staff members if there are unlimited resources. Employees with the most significant gap between

available and job skills should otherwise exist during the training. Coaches then explain to the

selected trainees the value and objectives of the training.

The next stage of learning is creating objectives, which associate with cognitive,

behavioral, and affective spheres. Affective needs correspond to preferences, feelings, and

attitudes of learners while the behavioral needs are abilities and skills required carrying our

professional duties (Ogienko et al., 2017, p. 100-101). Cognitive needs involve the

understanding of the program's contents. The ability to achieve the goals will depend on the

trainees' dedication. Scientists argue that there are certain conditions, which enhance an

employee's motivation to learn. There should first be support and respect for the staff. The

workers should be willing to learn and be active during the sessions. Coaches should then raise

the trainees' confidence and morale to attain excellent results. A vital last phase of the exercise is

the training assessment whereby companies find ineffective and effective organizational aspects

and adjust their operations.

Questions for further research

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There seems to be a broad range of thoughts to the true definition of andragogy, including

fragmentation and proliferation of ideas. There could be guiding questions, which eventually

leads one to want to do further research on the topic. For instance, the need to find out whether

andragogy has emerged from a social structure or phenomenon. The essence of further studies

would determine if andragogy exists because of ‘work’, and if that is the case then if, andragogy

must derive its hypothesis from workplace sociology. Research in the future would also find out

if there is a need to differentiate between andragogy and pedagogy by social responsibilities and

age. There are gaps in existing theories to gauge education programs for adults. There is a need

to ascertain problems in training transfer, although there are several approaches to access the

training process. Training transfer is the sharing of skills and knowledge.

Conclusion

The literature review about andragogy reveals vast information regarding its usefulness in

settings such as healthcare and business. Adults can use the learning model to be actively

involved in training processes by, for example, sharing ideas on the relevant method of training.

The trainees’ ability to plan for the training alongside the facilitators motivates them and become

willing to go through the process. The research corresponds to the five assumptions of

andragogy. The study has, however, raised questions concerning the learning paradigm. There

could be concerns as to why the model has to be applied in social settings and some people may

wonder if the model is solely based on professional settings, thus the need for further studies in

the future.

ANDRAGOGY MODEL 9

References

Henschke, J. (2013). A 2013 Update of Research in Andragogy Has Revealed Some New

Dimensions and Another Era as we looked toward Andragogy's Future. IACE Hall of Fame

Repository.

Ingalls, J. D. (1976), Human energy: The critical factor for individuals and organizations.

Reading, MA: Addison-Wesley Publishing Company.

Lepine, P. A., & Hall, D. A. (2017). An Application of Malcolm Knowles' Principles of

Andragogy to Learner-Centred Teaching in the Intensive Care Unit. In B37.

INNOVATIONS IN PROFESSIONAL EDUCATION (pp. A3291-A3291). American

Thoracic Society.

Ogienko, O., & Lytovchenko, I. (2017). Andragogy as Theoretical Basis of Corporate Training

in American Companies. Edukacja-Technika-Informatyka, 8(4), 97-102.

Ozuah, P. O. (2016). First, there was pedagogy and then came andragogy. Einstein journal of

Biology and Medicine, 21(2), 83-87.

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