AndragogySession 4

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GOALS AND PURPOSES FOR LEARNING

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Individual Growth

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Institutional Growth

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Societal Growth

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GOALS AND PURPOSES FOR LEARNING

INDIVIDUAL AND SITUATIONAL DIFFERENCES

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• Individual and situational differences shape learning strategies• Subject-matter differencesNot all subjects can be taught in the same matter

• Situational differencesMicro-levelMacro-level

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Individual Differences

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INDIVIDUAL LEARNER DIFFERENCES

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1. Learner’s need to know Why /What /How

2. Self-concept of the learner Autonomous Self-directed

3. Prior experience of the learner Resource Mental models

4. Readiness to learn Life related Developmental task

5. Orientation to learning Problem solving Contextual

6. Motivation to learn Intrinsic value Personal payoff

GOALS AND PURPOSES FOR LEARNING

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CORE ADULT LEARNING PRINCIPLES

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Learner’s Need to Know (1)

• Appealing to learner’s self-concept as independent learners

• Even when learning content is prescribed, shared control over the learning strategies makes learning more effective

• Engaging adults as collaborative partners satisfies learner’s need to know

• 3 dimensions investigated in organizational setting

HOW learning will be conducted

WHAT learning will occur

WHY learning is important

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• Training fulfillment - fulfillment of learners’ expectations and desires

Related to:• Organizational commitment • Self-efficacy• Motivation to use what has been learned

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• High degree of choice leads to higher motivation to learn and more learning

• Learning satisfaction

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• Job and career utility are significant predictors of training motivation

• Training decision

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Self-Concept of the Learner (2)

• What is self-directed learning?• Self-teaching – e.g. independent study• Personal autonomy – assuming ownership of learning

• Can a learner possess both?

• Situational• Any particular learner in a particular learning situation is likely

to exhibit different capabilities and preferences

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GROW’S STAGES IN LEARNING AUTONOMY

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STAGE STUDENT TEACHER EXAMPLES

Stage 1 DEPENDENT Authority, Coach Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance.

Stage 2 INTERESTED Motivator, Guide Inspiring lecture plus guided discussion. Goal-setting and learning strategies.

Stage 3 INVOLVED Facilitator Discussion facilitated by teacher who participates as equal. Seminar. Group projects.

Stage 4 SELF-DIRECTED Consultant,Delegator

Internship, dissertation, individual work or self-directed study-group.

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GARRISON’S DIMENSIONS OF SDL

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MOTIVATION(Entering/Task)

SELF-MONITORING(Cognitive Responsibility)

SELF-MANAGEMENT(Contextual Control)

SELF-DIRECTED LEARNING

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GARRISON’S SDL MODEL

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SELF-MANAGEMENT(Control)

Collaborative experience - transactional aspect of the model

Are the students independent and isolated learners?

Facilitators provide the support, direction and standards necessary for

a successful educational outcome

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GARRISON’S SDL MODEL

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SELF-MANAGEMENT(Control)

Depends upon a context – contextual control

Balancing the factors of proficiency, resources, and interdependence

Consideration of the many variables associated with these factors will help

determine the appropriate degree of learner self-management

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GARRISON’S SDL MODEL

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SELF-MONITORING(Responsibility)

Thinking about our thinking

“the process whereby the learner takes responsibility for the construction

of personal meaning”

The purpose?

Integration of new and existing knowledge structures in a meaningful

manner so that learning goals are being met

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Cognition is a core variable in self-directed learning.

Learners will not succeed and persist in their learning without cognitive

abilities and available strategies.

Learners’ self-direction depends very much upon their proficiency (abilities

and strategies) in conjunction with contextual and epistemological

demands.

GARRISON’S SDL MODEL SELF-MONITORING(Responsibility)

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How do learners self-monitor?

Via 3 self-regulated learning processes:

self-observation

self-judgement

self-reaction

That is, during the learning process students self-monitor their progress

by observing, judging, and reacting to their tasks and activities

GARRISON’S SDL MODEL SELF-MONITORING(Responsibility)

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CRITICAL REFLECTION + COLLABORATIVE CONFIRMATION

Self-monitoring involves both internal and external feedback

Internal feedback alone may lack accuracy and explicitness

(Butler & Winne, 1995)

Learner’s challenge is to integrate the external feedback

GARRISON’S SDL MODEL SELF-MONITORING(Responsibility)

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MOTIVATION(Entering/Task)

Entering motivation

Decision to participate

Establishing of commitment to a particular goal and the intent to act

Task motivation

The effort required to stay on task and persist (task motivation)

The tendency to focus on and persist in learning activities and goals

GARRISON’S SDL MODEL

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Prior Experiences of the Learner (3)

• Increasingly important area of focus, particularly in HRD

• Experience:Creates a wider range of individual differencesProvides a rich resources for learningEffects adults’ self-identity Creates biases that can either enrich or inhibit learning

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• Chris Argyris and Donald Schon (1987)

• Distinguished between single-loop and double-loop learning

individuals adjust their actions in an automatic way based on prior experiences and values

individuals question the values and assumptions that led to the actions in the first place

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Prior Experiences of the Learner (3)

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How prior experience influences learning?

•3 streams of research:

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SCHEMA THEORY INFORMATION PROCESSING MEMORY RESEARCH

Schema Theory

• Cognitive structures built over time from learning and experience

• Why do we need cognitive structures?• Enable us to function on day-to-day basis

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Accretion

Tuning

Restructuring

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Information-Processing Theory

•Prior knowledge is a filter to learning through attentional processes

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Information-Processing Theory

•What are we more likely to pay attention to?

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THE HUMAN MEMORY

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Readiness to Learn (4)

• Adults are most ready to learn when the learning meets their developmental needs.

• If learning is not perceived as relevant, adults will struggle to learn

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Orientation to Learning (5)

Problem-solving orientation

Subject-centered orientation

• Which one you prefer?

• Real-life context

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