Enhancing Self-Directed Learning in Higher Education Through Intentional Education Practice Theory

Background

Fundamentally, the practice of andragogy and how educators apply andragogy in adult learning practice was introduced by Knowles (1984), which promulgated andragogy as a learning theory that unequivocally described the needs of adult learners. The ideas of andragogy are unique concerning instructional methods of adolescent learning. Further, there is an accentuation of adult learners as being self-directed in their learning. Additionally, adults are well-suited to assume responsibility for their learning and choices throughout the learning process, given accountability standards in adulthood. Moreover, Merriam et al. (2006) recommended that adult education instructors reflect upon and accommodate the particular needs of adults to meet learners where they are. The particular attributes of andragogy are that learners exemplify self-directedness and share past experiences in the classroom. Further, formative resonance occurs in that adult learners can immediately apply theory to practice and are more willing to embrace instructional methods leading to learning communities as they find commonality with their peers.

Further, process and task behavior and relationship behavior between students and instructors are important aspects of adult education. For instance, instructors must be adaptable, and learners must be willing to learn. Additionally, as learners advance through self-reflection phases, instructors become guides in the learning process. At the collegiate level, regardless of the age (traditional: 18-24 vs. non-traditional: 25 and above) of a learner, task focus is based upon increasing the learner's aptitude; therefore, the instructor must focus on the learner's phase of self-direction (low, moderate, intermediate, high), which enables the learner to progress towards greater levels of knowledge. Likewise, instructor and learner styles create a complex dynamic that develops over time and becomes symbiotic as long as the instructor and learner have mutual respect, open communication channels, and the learner is self-motivated. Of course, the success of the instructor-learner relationship contains many variables, and a simple explanation does not provide the expanse of probable scenarios experienced in classroom settings. Last, learning-preference assessments can help guide the instructor and learner so that learning materials and methods are adapted to optimize learning and instruction.