City of Manila

UNIVERSIDAD DE MANILA
One Mehan Garden, Ermita, Manila 1000

College of Education
BTVTE
Trainers Methodology 1

MODULE 1 WEEK 1

Course Description

Program Bachelor of Industrial Technology

Level/Placement Level 3, 1st Semester
Course Title Andragogy of Learning including Principles of Trainers
Methodology 1
Course Code TVE 312
No. of Units 3 units
Pre-requisite None
Rationale The Trainers Methodology consists of competencies a TVET
trainer or assessor must achieve, such as plan training
sessions, facilitate learning sessions, supervise work-based
 learning, conduct competency assessment, maintain
training facilities, and utilize electronic media in facilitating
training.
Focus This course is focused on the application of adult learning
principles and learning styles in implementing training
programs. The student teacher will be given opportunities to
experience the role of a facilitator rather than a lecturer.

Outcome This qualification is designed to enhance the knowledge,

skills, positive attitude, and work values of the learner in
accordance with the prevailing standards in the Technical
and Vocational Education and Training (TVET) sector. This
encompasses competencies required of a Technical–
Vocational Trainer to perform the tasks in the areas of
instructional delivery/ facilitation, competency assessment,
and maintenance of training resources / facilities.
Module Title Introduction in Andragogy in Learning
Module No. 1
Total Study Hours Lecture 3 hrs.
Module Writer JB Mempin
Module and jenniferbmempin18@gmail.com
Learning 0995294 3280
Facilitator/Contacts
Module Introduction The content of this module focuses on the difference of
andragogy of learning from pedagogy, characteristics of
learners, theory and principles of adult learner. In this
module, you are required to go through a series of learning
activities to complete each learning outcome. In each
learning outcome are Information Sheets, Task Sheets or
Activity Sheets. Follow and perform the activities on your
own. If you have questions, do not hesitate to ask for
assistance from your facilitator.
Module Aims
This module is addressed at IM trainers who have not received so far
specialized training on adult training methodology. The module presents the
characteristics of the adult learner, principles of adult training and effective
techniques for leading and managing the adult classroom. At the end of this
module, the trainer should be able to:

Module Learning Outcomes

At the end of this module, you must be able to:

1. Understand the principles of adult learning

2. Analyzing the characteristics of adult learning
3. Determining strategies, teaching methods or techniques that apply adult
learning
4. Evaluating adult learning
 MODULE 1: INTRODUCTION IN ANDRAGOGY OF LEARNING

Adult Learning Theory, also known as andragogy, is a concept that has been
around for years. It highlights the distinct ways adults best respond to learning and
it’s a must-know for any training provider. Adult learning is a relatively simple theory
to grasp, so let’s explain what it is and how its principles can be applied to
your corporate learning strategy.

Learning Objectives

After reading this information sheet, you must be able to:

1. Understand the difference of andragogy of learning and pedagogy

2. Explain the characteristics of learning
3. Discuss the adult learning theory by Malcolm Knowles.
4. Explain the assumption and principles of adult learning and how it is
influences in teaching services.

INFORMATION SHEET 1.1

Pedagogy (pèd-e-go´jê) literally means the art and science of educating

children and often is used as a synonym for teaching. More accurately, pedagogy
embodies teacher-focused education.

Andragogy, initially defined as “the art and science of helping adults learn,”
has taken on a broader meaning since Knowles’ first edition. The term currently
defines an alternative to pedagogy and refers to learner-focused education for people
of all ages of revenue. Even in these kinds of operations, managers typically must
still work within their revenue budgets.
 The andragogic model asserts that five issues be considered and addressed in
formal learning. They include (1) letting learners know why something is important
to learn, (2) showing learners how to direct themselves through information, and (3)
relating the topic to the learners’ experiences. In addition, (4) people will not learn
until they are ready and motivated to learn. Often this (5) requires helping them
overcome inhibitions, behaviors, and beliefs about learning.

Andragogy asserts that adults learn best when:

1. They feel the need to learn

2. They have some input into what, why, and how they learn
3. The learning’s content and processes have a meaningful relationship to the
learner’s experience.
4. Their experience is used as a learning resource. (See Bloom's taxonomy)
5. What is to be learned relates to the individual’s current life situation and tasks.
6. They have as much autonomy as possible
7. The learning climate minimizes anxiety and encourages freedom to experiment.
8. Their learning styles are considered.
9. There is a cooperative learning climate
10. We create mechanisms for mutual planning
11. We arrange for a diagnosis of learner needs and interests and enable the
formulation of learning objectives based on the diagnosed needs and interests
 INFORMATION SHEET 2.1

CHARACTERISTICS OF ADULT LEARNERS

There are 6 main characteristics of adult learners according to Malcolm

Knowles (1980, 1984) who was one of the pioneers in this field.

1. Adult learning is self-directed/autonomous

Adult learners are actively involved in the learning process such that they make
choices relevant to their learning objectives. As such, adult learners also direct their
learning goals with the guidance of their mentors. As an educator, it is important to
facilitate the process of goal setting. Students need to be given the freedom to assume
responsibility for their own choices. When it comes to workload, they also need to be
proactive in making decisions and in contributing to the process.

2. Adult learning utilizes knowledge & life experiences

Under this approach educators encourage learners to connect their past experiences
with their current knowledge-base and activities. Learners are taught ways to bring
to their current placement past knowledge, opinions, and experiences. Educators
need to be well-versed in how to help students in drawing out relevant past
knowledge and experiences. In addition, educators must know how to relate the sum
of learners’ experiences to the current learning experiences.

3. Adult learning is goal-oriented

The motivation to learn is increased when the relevance of the “lesson” through real-
life situations is clear, particularly in relation to the specific concerns of the learner.
The need to acquire relevant and adequate knowledge is of high importance. Adult
learning is characterized as goal-oriented and intended learning outcomes should be
clearly identified. Once the learning goals have been identified, it is now imminent to
align the learning activities such that these objectives are fulfilled within a certain
period. This approach is a great way to maximize a students’ learning experience.
4. Adult learning is relevancy-oriented

One of the best ways for adults to learn is by relating the assigned tasks to their own
learning goals. If the activities they are engaged into, directly contribute to achieving
their personal learning objectives, then they will be inspired and motivated to engage
in projects and successfully complete them.

5. Adult learning highlights practicality

Placement is a means of helping students to apply the theoretical concepts learned

inside the classroom into real-life situations. It is very important for educators to
identify appropriate ways and convert theoretical learning to practical activities!
Learning is facilitated when appropriate ways of implementing theoretical knowledge
in real life situations are made clear.

6. Adult learning encourages collaboration

Adult learners thrive in collaborative relationships with their educators. When

learners are considered by their instructors as colleagues, they become more
productive. When their contributions are acknowledged, then they are willing to put
out their best work.

INFORMATION SHEET 3.1

ADULT LEARNING THEORY

Developed by Malcolm Knowles in 1968, Adult Learning Theory or andragogy is the
concept or study of how adults learn and how it differs from children. It aims to show
how adult learning is distinct and identify the learning styles which suit them best.
5 Key Assumptions of Knowles’ Adult Learning Theory

A central part of Knowles’ Adult Learning Theory refers to five (sometimes six)
assumptions. Each one outlines the general ways in which adults perceive learning
and how they prefer to train.

1. Self-Concept
As we grow older, we shift from being dependent to being more independent.
Therefore, how we prefer to learn changes from being instructor-led to a more self-
directed approach.

2. Adult Learner Experience

Adults have lots of experience from which they draw knowledge and references. We
can take from these experiences and learn from them.

3. Readiness to Learn
Adults want or are ready to learn when there is a reason, such as when it’s directed
towards growth and development related to their work.

4. Orientation of Learning
As adults, we want what we are learning to be applicable to our everyday lives,
instead of being general learning about a subject. We want to learn practical skills
that help us solve problems and work better.

5. Motivation to Learn
As children, we learn because of external factors, like parents and teachers. However,
as adults we want to learn for our own reasons, for example, to progress in work or
to boost self-esteem.

PRINCIPLES OF ANDRAGOGY

Considering that adults have their own, unique way of learning, there are 4 central
principles that explain how to best develop training for them.

1. When it comes to learning, adults want or need to be involved in how their training
is planned, delivered, and executed. They want to control what, when, and how they
learn.
2. Adults gain more when they can pull past experiences into the learning process.
They can draw on what they previously known to add greater context to their
learning.

3. Memorizing facts and information isn’t the right way for adults to learn. They need
to solve problems and use reasoning to best take in the information they are being
presented with.

4. Adults want to know “How can I use this information now?”. What they are
learning needs to be applicable to their lives and be implemented immediately.

APPLY ADULT LEARNING THEORY TO YOUR CORPORATE LEARNING

Adult Learning Theory explained, how do you as a training provider use it practically
for your corporate learning? Here are a few tips toward using this theory in your
eLearning:

1. Analyze your learning with the theory in mind

Many instructional design methodologies, like ADDIE, have an analysis phase.

Within this, you analyze everything from who, what, when, and where to how. This
is also a perfect time to consider how andragogy applies. At this stage, you should
assess how previous training performed and whether it may or may not have fitted
into the framework. Also ask how you can plan out the practical applications of
training so your employees, customers, etc. see the real value of training for them.

2. Collaborate on the learning you’re providing

As mentioned above, adults like to be involved in every stage of their learning, so

involve them as much as possible. For example, with employee training, before you
develop courses ask what they want to learn and how they would like to learn.
During learning, encourage collaboration, opinions, and discussions with other
learners and instructors. Then, once training is completed, ask for feedback on
everything from exams to content to software used to train. It will give the learners a
sense of participation throughout the process.
3. Enable self-directed learning

In the past, corporate learning has often been a mandatory activity done at a certain
time. Now with technologies like an LMS, you can create a much more self-directed,
independent learning environment for your adult learners.
You can allow them to train when and where they want, offer them a selection of
courses that they can choose to enroll in and enable them to have their own distinct
learning goals.

4. Use real-world learning examples

As the theory states, adults like to know how the training will have an immediate
application and benefit for them. So, when creating your course content, inject it
with as many real-world examples as possible. If you’re training your customer
on how to use your product, walk them step-by-step through a workflow they will
actually be using and explicitly state how and why they would use it.

5. Let your learners figure it out themselves

Since adults prefer problem-solving over just the facts, when creating content, it’s a
good idea to not just lay out all the answers straight away. Why not get creative
instead and build courses that get your learners’ brains going? You can do this in a
few simple ways, including adding assessments and simulations that outline specific
problems a learner might encounter, and then getting your learners to use their skills
to overcome it.

6. Experimentation is key

Adult Learning Theory has so many practical uses for your corporate learning. But,
as always, the key to great learning is to experiment and test. Take pieces of the
theory and apply it to your employee or customer training and see how it improves
your learners’ experience.
 Answer This!

ACTIVITY 1: Refelction Question

DIRECTIONS:

1. In adult learning what do you think is the barriers for their learning?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. As an adult educator, what challenges do you foresee in dealing with adults with
learning disabilities?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. How do you see yourself handling a teaching-learning scenario where there are
individuals with learning disabilities in a mixed group?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 CHECK YOUR UNDERSTANDING

Activity 2. Using the diagram below write the difference of the andragogy of learning
from pedagogy.

ANDRAGOGY OF LEARNING PEDAGOGY

 Learning Tasks

Activity 3: Answer the following table explore your knowledge in the given activity.
You may add additional row if the space is not enough.

Adult Preferences Regarding a Learning Environment

Physical Factors Emotional Factors Learning Factors

References:

Websites
1. https://www.learnupon.com/blog/adult-learning-theory/
2. https://web.njit.edu/~ronkowit/presentations/pages/andragogy.htm
3. https://marciaconner.com/resources/andragogy-pedagogy/
4. https://educationaltechnology.net/andragogy-theory-malcolm-knowles/