How adult are our learners?

Abstract

Knowles proposed a model to describe the characteristics of adult learners. This may be summarised by a move away from highly structured teaching methods (pedagogic teaching) to more explorative and less formal ones (andragogic teaching). This paper explores whether this progression occurs across an undergraduate nursing programme. Twelve questions based upon Knowles' model were incorporated into a Likert scale questionnaire. The sample was inclusive across three cohorts of an undergraduate nursing programme (n = 555).

No significant differences were found within the sample with reference to gender or branch. Some significant differences were present with reference to age and year of study, but these suggest that students regress from the characteristics of the adult learners within these parameters.

Some significant differences were present with reference to ethnicity, suggesting that some ethnic-minority students were more willing to add to learning with independent study.

The research findings do not conform to predictions based upon Knowles' model. There is no evidence that students gain more of the characteristics of andragogy as they progress through their studies. Instead, there is some evidence that students become less willing to take responsibility for their learning. This should be of concern to those involved in health education.