Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?
TopApplying Andragogy To The Backward Design Model To Support Adult Learners
Unlike most K–12 educators in the United States, higher education faculty are not required to have and often do not have training in classroom instruction practices and learning theories (Michael & Libarkin, 2016). Although many may be experts in their area of research, many higher education faculty members are not necessarily experts in guiding students of varying skill levels and degrees of experience to achieve hoped-for learning outcomes with postsecondary education. Furthermore, knowledge of the qualities and characteristics that often distinguish the adult from the child learner and how those differences inform teaching practices is another gap in higher education faculty preparation.
There is growing attention to improving instruction in higher education to increase the number of college graduates so that more adults can benefit from improved quality of life that correlates with having a college degree. A key component of higher education reform is more consistency in and focus on learning outcomes for all learners who hope to complete programs with the knowledge and skills to be prepared and successful in life and work after graduation (American Academy of Arts and Sciences, 2017; Lumina Foundation, 2020). Higher education professionals who want to provide more learner-centered instruction that focuses on the achievement of learning outcomes can look to the backward design model and theories of adult learning for guidance in improving education for adult learners.
Adult learning theory, also known as andragogy, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or misconceptions about adult learning theory and backward design stymie the design process. Higher education institutions have many different structures. In some cases, such as the most traditional research-driven universities, faculty have complete autonomy and design their own courses. In other colleges and universities, courses are developed collaboratively between faculty and departmental or program leadership, often involving specialized curriculum and assessment development professionals (Hawkes & Coldeway, 2002; Paulson, 2002; Voogt, Pieters, & Handelzalts, 2016). The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners.
This chapter illustrates how each of Malcolm Knowles' six assumptions for adult learners could be integrated into the backward design process. Additionally, this chapter provides research-based best practices to support adult learners and dispels myths and misunderstandings about backward design. The application of backward design and andragogy in higher education is explored with these essential questions:
- •
How are andragogy and backward design applied in higher education course design?
- •
How can considerations of andragogy strengthen the backward design model?
- •
What misconceptions about backward design and adult learning theory underly current practices?