Adult Learning Models: Self-Directed, Andragogic, Transformative

Introduction to Adult Learning

To accurately analyze adult learning processes, it is important to first understand what adult learning encompasses. Many believe that adult learning is a process or a means to an end, while others hold that it instills necessary adjustments or alterations in one's attitude and comprehension. Carl Rogers explains that adult learning allows an individual to truly believe that he is constantly "discovering, drawing in from the outside, and making that which is drawn in a real part" of who he is as a person and as an employee (Rogers and Freiberg, 1993). For Rogers and Freiberg, the entire effort to learn should be about bringing the learner closer to understanding what he or she is genuinely interested in, and about adapting what has been learned within a domain of life that the learner values.

Over the years, the research, theories, and practices conducted on adult learning have not consistently focused on—or been able to clearly define—what adult learning itself encompasses. If one analyzes the adult learning theories applied within Britain, it becomes clear that the theories and the actual practice of adult learning in informal educational settings and professional education are not always aligned. The prevailing belief, even in the United States, is that adult learning processes and standards will improve once the medium and methodology of teaching are clearly identified and applied. This is not the right approach, however, if educators want to help students develop the ability to learn and apply knowledge over the long term. This paper focuses not merely on defining adult learning, but on identifying some of its most important models. It remains important, nonetheless, to identify the process and impact of adult learning as both a product and a process within the educational sector.

For a majority of analysts before and during the 1970s, adult learning was merely a product—that is, a means to an end. Adult learning was believed to be the source of any adjustments or alterations needed in an individual. A person was considered learned when he or she was open to improving and constantly adjusting their overall attitude and approach to situations in accordance with the circumstances those situations presented. Most researchers argued that adult learning as a product was a tangible element that could be measured. The measurability of adult learning as a product holds significance in today's world, where outcomes are expected to be scientifically verifiable. While this view does stress the importance of change as a direct result of adult learning, the approach remains limited.

Adult Learning as a Product and a Process

According to Merriam and Caffarella, adult learning can be understood as the "process by which behaviour changes as a result of experience" (Merriam and Caffarella, 1991). When we consider adult learning as a process, it becomes significantly important to identify the exact impact of adult learning and to keep in mind three key elements: what (the impact or the experience), how (the methodologies used), and when (the timing of those methodologies). Another important element is the awareness of learners regarding their surroundings and the ongoing opportunity to learn. This awareness of continuous learning laid the foundation for the theory of informal adult learning and how it can influence an individual's approach toward formal adult learning procedures.

Rogers (2003) divided the adult learning-as-process approach into two categories: (1) task-conscious or acquisition learning, and (2) learning-conscious or formalized learning.

Task-conscious or acquisition learning is purely based on experience and is a consistently ongoing process. It is built around instantaneous, real experiences that an individual encounters within a specific setting—such as babysitting or managing a kitchen (Rogers, 2003). This format of learning is generally understood as learning through instinctive or reflective comprehension of one's surroundings. Rogers (2003) argues that while the learning itself may be unconscious, the application of what one has learned is a conscious decision and therefore tangible in nature.

Formalized learning, as the name suggests, takes place in an official setup where an individual receives instruction on the basics and fundamentals of theories and situations. It is primarily about teaching an individual the different aspects of what needs to be learned rather than allowing them to learn through experience. Through formalized learning, the individual is always aware that he or she is involved in a process of acquiring and storing information. All learning in the formalized format is pre-planned and systematically conveyed through various methodologies (Rogers, 2003).

Self-Directed Adult Learning

Self-directed learning is perhaps the most important adult learning model. According to Knowles, no adult learning is more effective than when an individual is eager and willing to learn. He explains that the eager, or proactive, learner is the one who acquires more knowledge in a shorter time span. The proactive learner is also more likely to achieve a higher level of understanding and better application of what he or she has learned. Knowles argues that in comparison to reactive learners—who wait to be taught—proactive learners are more determined and better served by what they have learned in the long run (Knowles, 1975).

Knowles (1975) is supported by considerable research when he states that the proactive adult learning process is more consistent with the systematic psychological growth of an individual. He notes that the "essential aspect of maturing is developing the ability to take increasing responsibility for our own lives—to become increasingly self-directed" (Knowles, 1975). He further explains that educational processes, like most other dimensions of life, are experiencing constant change, and it is the proactive learner who benefits most from a thirst for knowledge. To adeptly apply what has been learned, there is a genuine need to take personal responsibility for adjusting one's abilities and knowledge to fit the demands of a given situation. Knowles asserts that "students entering into these programs without having learned the skills of self-directed inquiry will experience anxiety, frustration, and often failure, and so will their teachers" (Knowles, 1975). To prevent this, he designed five steps to help individuals develop self-direction skills:

Merriam and Caffarella (1991) explain that the processes of self-directed learning are instrumental in helping many instructors design formalized learning programs. Research confirms that most adult learning processes and models are not necessarily built around the systematic following of steps; rather, they are more instinctive and instantaneous in application. This is why self-direction holds particular importance in adult learning. Reflective learning also has its place, but self-directed learning grows in significance because it is grounded in the real circumstances that individuals face, as opposed to hypothetical problem-solving scenarios. Self-direction allows adults to personally contemplate and discover.

Andragogy originates from the Greek word agogos, meaning guidance or guide. Many prefer using the term andragogic over pedagogic when discussing adult learning, though the actual application of the two teaching methodologies differs considerably. The main aim of pedagogic teaching is to increase the extent and scope of an individual's knowledge regarding a specific topic or domain. The main aim of andragogic teaching, by contrast, encompasses the identification, understanding of, and learning from experience. Andragogic teaching encourages adult learners to:

Conclusion

Throughout this paper we have highlighted the importance of adult learning models and compared how the different models—self-directed learning, andragogic learning, and transformative learning—can help an individual increase and expand their knowledge and understanding of their surroundings. Each model offers a distinct approach: self-directed learning emphasizes personal initiative and responsibility; andragogic learning centers on experience-driven, guided independence; and transformative learning uses real-life incidents to broaden perspective and integrate emotional as well as rational ways of knowing. Together, these models represent a rich framework for understanding how adults learn and grow.