Andragogy vs. Pedagogy and online education

 Most of us have heard of pedagogy and think we know what it is. However, what is Andragogy? First, let us consider the origin of the word pedagogy. Almost everyone connected in any way with education uses the term, but it is often misused. The root is Greek. It combines “ped (paid)” or boy and “ago” or guide and initially indicated that a slave took children to school. It has evolved to mean the teaching of children, which many think it indicates the study of teaching. Many educators take issue with this generalization, which leads to the term andragogy. The origin of andragogy is also Greek, combining “andras” meaning man and “ago” or guide. It is currently understood to refer to the study of how adults learn. Adults do learn differently from children; therefore, there is a distinction between pedagogy and andragogy.

Children depend on teachers to direct their learning, evaluate their learning, and decide the content of their learning. Adults are self-directed and want to control their learning. Adults learn in the context of their experience, and this experience directs their learning. Children have limited experience to build on and need to have the context created for them. Adults reach out for education when they need to understand why something is different from what they expected. This dichotomy can be from a change in life, encountering a new experience, or a need to learn a new skill. It tends to be driven by a specific need. Children learn what an adult tells them they need to learn. An adult’s motivation is intrinsic. A child’s motivation tends to be extrinsic, like good grades or fear of failure. Adults internalize the learning and make it a skill, while children tend to learn through memorization and the use of mnemonics.

When designing a course for university students, it makes sense to consider the differences between pedagogy and andragogy. Unfortunately, I have rarely heard andragogy used at the university. When I have used the term, I have been asked what it means. The typical university student, in the age range of 18 to 22, is not a child. Some have argued that they are not an adult either. The question is, how do we design classes for this demographic? When we consider online courses, we often assume they are for the adult learner who is working and may have a family. And I still have not heard the term andragogy used by instructional design specialists. With the coronavirus and many classes online, considering andragogy in course development makes sense. The course I designed and teach to over 700 students each semester is based on andragogic principles. It is now 100% online and asynchronous. Assignment deadlines must be met, but the student is allowed to move at their own pace through the material.

The following is an example of how I apply andragogic principles in an asynchronous online class. The first thing I do in class is to explain what andragogy is and how the learning principles are different from the pedagogic principles they had experienced in the past. The first principle is that they are responsible for their learning. I supply videos and assignments with instructions. It is their responsibility to apply what they learn in the videos to the assignments. All of the assignments are applicable in the world outside of academia. Is it better to purchase a car or lease it? What is the difference in cost? How long will it take to save for a down payment of a house if you only save 25% of your take-home income? How much of your gross income do you take home? If you only pay the minimum balance on your credit card and continue charging it at a fixed rate, how much will you owe at the end of one year? At the end of two years? The assignments use the skills taught in the videos, but they are different. Sometimes the difference is only in the numbers used in the assignment compared to the video. Sometimes the assignment requires the use of a skill in a different application. My teaching assistants (TA) and I are available to assist virtually during office hours, but our assistance is limited to questions that try to provide guidance and direction. The students still have to find the answer. Initially, the students find the course frustrating; but by the end of the semester, most of them are appreciative and understand what it means to learn as an adult.