Applying Andragogical Principles to Internet Learning By Susan I ...

There are many educators, scientists, and theorists who have attempted to explain why andragogical principles facilitate effective learning among adults. For example, Brookfield (1986) proposed six principles that underlie effective facilitation of learning—participation, mutual respect, collaboration, praxis, critical reflection, and self-direction. MacKeracher (1996) believes that it is the interaction of cognitive, affective, physical, social, and spiritual aspects that make andragogy effective in facilitating learning. A neuroscientist, Joseph LeDoux (2002) supports the principles of andragogy by declaring that learning occurs only when the whole mind is engaged—cognition, emotion, and motivation. Knowles (1996) described elements of the adult learning process design—climate setting, mutual planning, diagnosing needs, translating needs into objectives, designing learning experiences, and evaluating the extent to which the objectives have been achieved and called them “a set of procedures for facilitating the acquisition of content by the learners” (pp. 259–261). Further, Knowles said, “teaching is a process of guided interaction between the teacher, the student, and the materials of instruction …” (Knowles cited in Carlson, 1998, p. 4). Experts seem to agree that in order to facilitate adult learning, more than just the content must be considered.

Andragogy and the Internet

Clearly, the Internet expands the possibilities of meeting the growing learning needs of adults. However, though information rich, the Internet alone does not attend to the process of learning. Merriam and Caffarella (1999) believe that “having access to unlimited information is not the same as being able to search efficiently for the most significant information, or to even know what is most significant” (p. 17). Ratinoff (1995) believes that the information overload created by the Internet has resulted in “a social craving for simplifications, a popular demand for translating simplicity into action…” (p. 165). Further, Ratinoff sees “too many alternatives and information overload” (p. 173). Isenberg and Titus (1999) describe today‘s adults as information surfers that surf the net like they switch channels on the television. The authors‘ concern is “that many adults are engaging in passive learning with a tool that requires active participation and interaction to accomplish objectives” (p. 3).