With the emergence of Internet learning, many adult educators have sought to apply sound andragogical learning theory to its use. Numerous adult educators have emphasized their perception of how andragogy and Internet learning may be brought together.
Burge (1988) was one of the first to make a connection between andragogy and Internet learning. She said that one reason for distance educators to look at andragogy is the concept of quality. She asks the question: would an andragogical learner-centered approach contribute to or undermine academic rigor? She believed that a closer examination of the key implications of andragogy and a learner-centered view within the new classrooms of distance education contributes to academic rigor. It will also expand the definitions of helping adults learn to include more of the subtle qualitative aspects of learning. The quality of counseling and tutoring, as distinct from quality of course content, is another professional issue that benefits from a closer look at andragogy.
Bullen (1995) offered some words of caution on the use of andragogical principles in distance education. She suggested that distance educators need to examine the mandate of their operation, the purpose and nature of the courses, and the preferences and characteristics of their learners. Their application of andragogy needs to be moderate rather than radical. If andragogy were adopted on the strength of its underlying assumptions about adults, distance educators would do well to validate those assumptions in their own contexts.
Conner (1997-2003) strongly declared that andragogy refers to learner-focused education for people. Thus, in the information age, the implications of a move from teacher-centered to learner-centered education are staggering. Postponing or suppressing this move will slow our ability to learn new technology and gain competitive advantage. To succeed, we must unlearn our teacher-reliance.
Green (1998) comments on some important factors for consideration in online learning, and suggests that in andragogy, learners must balance life responsibilities with the demands of learning. Teachers guide learners to their own knowledge rather than supplying them with facts. Learners need to connect their tremendous amount of life experiences to their knowledge base and recognize the value of the learning.