Non Traditional Education

More people are choosing nontraditional education to start and advance in their careers while completing and furthering their formal education. "Typical distance learners are those who don't have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class" (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). In the early 1970s Malcolm Knowles introduced the term "andragogy," describing differences between children and adult learners
(Knowles, Swanson, & Holton, 2005). Andragogy focuses on special needs of adult learners. Knowles identified six assumptions about adult learning: (1) need to know, (2) self-concept, (3) prior experience, (4) readiness to learn, (5) learning orientation, and (6) motivation to learn.
The Need to Know.
Adults want to know why they need to learn something before undertaking learning (Knowles et al., 2005). Facilitators of online classes must help adults become aware of their "need to know" and make a case for the value of learning.
The Learners' Self-Concept. Adults believe they are responsible for their lives (Knowles et al., 2005). They need to be seen and treated as capable and self-directed. Facilitators should create environments where adults develop their latent self-directed learning skills (Brookfield, 1986).
The Role of the Learners' Experiences. Adults come into an educational activity with different experiences than young people do. There are individual differences in background, learning style, motivation, needs, interests, and goals, creating a greater need for individualization of teaching and learning strategies (Brookfield, 1986; Silberman & Auerbach, 1998). The richest resource for learning resides in adults themselves; therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial (Brookfield, 1986; Knowles et al., 2005; McKeachie, 2002; Silberman & Auerbach,
1998).
Readiness to Learn. Adults become ready to learn things they need to know and do in order to cope effectively with real-life situations (Knowles et al., 2005). Adults want to learn what they can apply right now, making classes focused on the future or on what doesn’t apply relate to their current situations, are less effective.
Orientation to Learning. Adults are life-centered (task-centered, problem-centered) in their orientation to learning (Knowles et al., 2005). They want to learn what will help them perform tasks or deal with problems they confront in everyday situations and those presented in the context of application to real-life (Knowles et al., 2005; Merriam & Caffarella, 1999).
Motivation. Adults are responsive to some external motivators (e.g., better job, higher salaries), but the most potent motivators are internal (e.g., desire for increased job satisfaction, self-esteem). Their motivation can be blocked by training and education that ignores adult learning principles (Knowles et al., 2005). Andragogy allows teachers to base each class on the learner's experiences and interests. Every group has many different personalities, past experiences, current orientations, levels of readiness for learning, and individual learning styles. Thus teachers should be wary of creating a class based on any standardized approach to facilitating learning (Brookfield, 1986). Understanding the six assumptions in andragogy prepares facilitators to create successful online classes.