Page 190 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 190
trinsic The need Self-
motivation to know directed
Problem- learning
Assumptions Learner's
centred of Andragogy experience
learning
Readiness
to learn
Figure 11. Assumptions of andragogy (Proposed by Knowles (1989))
Self-directed learning. The second assumption refers to adult learners’
independent self-concept and ability to direct their own learning. Adult
learners are perceived as autonomous, independent, self-reliant, and they
are self-directed toward goals. The role of educators is thus to encourage
them to start taking responsibility for their learning. They should actively
involve the participants in the learning process and be facilitators for this
process. Other important practical steps that support self-directed learn-
ing are the following: organising the appropriate learning climate (e.g.
190
motivation to know directed
Problem- learning
Assumptions Learner's
centred of Andragogy experience
learning
Readiness
to learn
Figure 11. Assumptions of andragogy (Proposed by Knowles (1989))
Self-directed learning. The second assumption refers to adult learners’
independent self-concept and ability to direct their own learning. Adult
learners are perceived as autonomous, independent, self-reliant, and they
are self-directed toward goals. The role of educators is thus to encourage
them to start taking responsibility for their learning. They should actively
involve the participants in the learning process and be facilitators for this
process. Other important practical steps that support self-directed learn-
ing are the following: organising the appropriate learning climate (e.g.
190
