In learning, there is a big difference between a process model and a content model. In practice, the content model of education gives a framework aimed at identifying important information about a given subject (Knowles, 1970). After finding this information, it is then theoretically and empirically integrated into the education system. Essentially, this model ensures that occupational information is applied across the learning curriculum. On the other hand, the process model of learning involves designing and implementing necessary instructions which will enable learners attain some of the essential goals of learning. It involves employing strategies which seek to integrate the principles of psychology. The andragogical process model for learning reinforces the concepts of andragogy in various ways. First, it involves principles such as internally motivating adults and ensuring they are self-directed. The process entails respecting the adult learners. Studies for adults are also relevancy-oriented, meaning such concepts of andragogy are reinforced.
Many authors have developed the andragogy in the practice model. Several reasons justify this. First, performance improvement can only be achieved through having a concept about learning theory. There is a need to have a clear understanding of the concepts that are to be learned. The practice model is based on the concept that if performance is improved then the expertise of individual adults will be boosted (Knowles, 1984). Conceptual factors such as the purpose and goals of learning have an impact on the core principles of andragogy. Such factors dictate the process model to be used in adult teaching programs. The principles of andragogy should always be tailored to meet the level o the learners.
Malcolm Knowles is well respected for his role in developing andragogy. Importantly, he referred andragogy as a conceptual framework aimed at serving the emergent theory. This means that adults have a chance of taking part in the evolving nature of education and information. The emergent theory of education stipulates that new information, new methods, and new concepts are constantly introduced into the world. Through andragogy, adult learners get a chance to be informed.
References
Knowles, M. (1970). The modern practice of adult education; andragogy versus pedagogy,. New York: Association Press.
Knowles, M. (1984). Andragogy in action. San Francisco: Jossey-Bass.
