Literature focused on models and theories that contribute to the formulation and understanding of adult learning has been extensively published over the past 50 years. The major theories of andragogy, self-directed learning and transformational learning are often applied in the development of curriculum and application of practice in response to the needs of adult learners in a tertiary education setting. Knowles’ model of adult learning (1967) was first formally theorised in the 1970’s and was then developed into six principles throughout the 1980’s. These foundational principles have been a baseline of reference across several generations and while they have been adapted across contexts, generally, the basis of these principles have remained the same. They include: 1) need to know, 2) experience, 3) self-concept, 4) readiness, 5) orientation, and 6) motivation.
Learning approaches and learning preferences of students in higher education have evolved and changed across the generations. This creates an impetus for educators to reflect in the applicability of these learning principles from the 1980’s for adult learners today and whether they are relevant in our current teaching space, particularly in response to student engagement.
This roundtable discussion will place a critical lens on Knowles’ six adult learning principles by collating shared insights. We will share and compare the ways we approach the learning needs of our students through examination of technology changes, the covid-19 pandemic, social influences, cultural shifts, and student expectations. We will also examine the extent that Knowle’s learning principles are still relevant to the teaching and learning of our students. The aim of this roundtable discussion is to generate new ideas and summarise and share current views, trends and approaches to adult learning and teaching.
3-4 issues/questions/ideas for exploration and discussion
Attendees will be placed into breakout rooms and one of the six adult learning principles will be assigned to each group for discussion with guidance from a group facilitator.
A Principle will be provided followed by the same questions to each group.
For example (using Principle 1):
Principle 1: Adults are autonomous and self-directed. They need to know the reason for learning something and be free to direct themselves.
a) Is this principle applicable/relevant to the way your students learn and perform – what are you seeing in the classroom; what strategies do you use?
b) What is informing your current teaching approach based on this principle?
c) What do you see are the influences on the way your students learn or apply their knowledge? Has this changed throughout your teaching career?
Following discussions in breakout rooms, all attendees will once again come together and a spokesperson from each room will briefly share their discussions. Following the session, all attendees will be emailed a summary of the discussions from each breakout room and a list of additional readings for further consideration.
