Module 1 – Adult Learning and Andragogy

Module 1: Adult Learning and Andragogy – Understanding the 55+ Learner

Learning Outcomes

  • Understand principles of adult learning (Malcolm Knowles).
  • Design inclusive, flexible, and motivating learning experiences.
  • Adapt teaching to cognitive ageing and emotional barriers.

Key Content

  • Adult motivation, self-direction, and learning autonomy.
  • Learning design aligned with Universal Design for Learning (UDL).
  • Structuring practical learning sessions (introduction, delivery, reflection, feedback).

What you will know after completing these lessons

You will understand how adults aged 55+ learn, including the impact of cognitive ageing and emotional barriers, and how to design inclusive, motivating, and accessible learning experiences that foster empathy, patience, and respect.

Estimated duration: 2–3 hours

Understanding the 55+ Learner

Principles of andragogy and cognitive ageing

Module_1-1 EN by Peter Mazohl

Emotional and social barriers to digital learning

Module_1-2 BonJour! Erasmus+ Project by Peter Mazohl

Inclusion, empathy, patience, and mutual respect

Practical considerations (pace, accessibility, motivation)

Further reading (Andragogy theories)

  • Kolb’s Experiential Learning Theory (ELT)
    Learning is a cycle driven by our experiences. We learn by doing (concrete experience), reflecting on it (reflective observation), forming ideas (abstract conceptualization), and then trying out those ideas (active experimentation). It’s all about learning through action and reflection.

    David Kolb was an American educational theorist best known for his Experiential Learning Theory (ELT), which outlines a four-stage cycle of learning through experience and reflection. He also developed the widely used Kolb Learning Style Inventory to identify individual learning preferences based on his theory.

  • Illeris’ Comprehensive Theory of Learning
    Learning involves more than just thinking. It also includes our feelings (emotion) and how we connect with others (sociality). True learning happens when we experience changes in our knowledge, our emotions, and our ability to participate in the world around us.

    Knud Illeris is a prominent Danish professor and learning theorist who developed a comprehensive theory of learning, emphasizing the interconnectedness of cognitive, emotional, and social dimensions in the learning process. His work provides a holistic perspective on how individuals learn and develop within their social environments.

  • Webler
    content missing

Comparison Table (Webler missing):

Feature David Kolb’s Experiential Learning Theory Knud Illeris’ Comprehensive Theory of Learning Webler
Core Idea Learning through a four-stage experience cycle. Learning involves cognition, emotion, and sociality.
Focus Individual learning process. Individual learning within a social context.
Key Elements Concrete experience, reflective observation, abstract conceptualization, active experimentation, learning styles. Cognitive dimension (knowledge/skills), emotional dimension (feelings/motivation), social dimension (interaction/participation).
Primary Driver Individual’s interaction with experience. Interaction between the individual and their environment (internal & external).
Learning Outcome Development of new knowledge and skills through experience. Holistic development of the individual (knowledge, feelings, social abilities).
Level of Analysis Primarily individual. Individual within social contexts.

 

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Term definitions

Pedagogy, andragogy, and geragogy are three distinct approaches to education, primarily differentiated by the characteristics and needs of the learners. 1 Pedagogy traditionally refers to the teaching of children, where the educator takes a directive role in determining what and how learning occurs. Andragogy, on the other hand, focuses on adult learning, emphasizing the learner’s autonomy, prior experience, and self-direction. 2 Geragogy is a more recent concept that addresses the specific learning needs and preferences of older adults, considering age-related changes and the importance of relevance and engagement in their learning

1 https://www.youtube.com/watch?reload=9&v=Fze4dgXM8so
2 https://www.park.edu/

Feature Pedagogy (Teaching Children) Andragogy (Teaching Adults) Geragogy (Teaching Older Adults)
Learner Role Dependent, relies on the teacher Autonomous, self-directed May have varying levels of autonomy, values experience
Teacher Role Director, authority, knowledge provider Facilitator, guide, resource Facilitator, supportive guide, considers age-related factors
Experience Limited, less relevant to learning Rich, a valuable resource for learning Extensive life experience, may have physical/cognitive changes
Motivation Primarily external (rewards, grades) Primarily internal (relevance, goals) Internal (engagement, purpose, social connection), may need encouragement
Learning Needs Acquiring foundational knowledge and skills Applying knowledge, solving problems, personal/professional development Maintaining cognitive function, relevance to life, social interaction, adapting to changes
Learning Focus Subject-centered, curriculum-driven Problem-centered, task-oriented, relevant Experience-based, practical, often focused on well-being and life enrichment
Pacing & Structure More structured, teacher-paced Flexible, learner-paced where possible Often slower paced, allowing for reflection and varied abilities
Assessment Primarily teacher-led, summative Can be self-assessment, formative, applied Varied, may focus on participation and application rather than strict testing
Learning Environment Structured, often competitive Collaborative, respectful of experience Supportive, inclusive, accommodating, minimizes barriers