Western University

Faculty of Education

Article Review: Advancing Adult Learning Using Andragogic Instructional

Practices

Course: GRADEDUC 9101 650: UNDERSTANDING TEACHING AND

LEARNING FOR PRACTITIONERS

Instructor: Professor Dawn Fyn

February 27th , 2025

London, Ontario
Retell

K.A. Johnson and M.A. Aragon’s (2021) peer-reviewed article, Advancing Adult

Learning Using Andragogic Instructional Practices, examines the impact of andragogic teaching

strategies on adult education through Malcolm Knowles’ framework. Andragogy, which is a

teaching approach that emphasizes self-directed, intrinsically motivated, and experiential

learning, is shown to foster critical thinking, engagement, and self-direction, making education

more responsive to adult learners’ needs. The authors build upon Knowles’ (1980b, as cited in

Johnson & Aragon, 2021) foundational work by analyzing its application in contemporary adult

learning settings, particularly in community college programs such as Radiologic Technology

and Early Childhood Education.

The article addresses two research questions: How do andragogic practices affect adult

learning outcomes, and what techniques best facilitate self-directed learning? Using qualitative

methods such as educator interviews and classroom observations, the study finds that learner-

centered instruction, real-world applications, and problem-solving tasks significantly boost

motivation, engagement, and knowledge retention. The authors stress adapting instruction to

meet diverse backgrounds and cognitive styles, which is key to an inclusive learning

environment.

Case studies in the article illustrate that experiential learning activities, such as role-

playing and project-based tasks, increase learners’ confidence and their ability to apply

knowledge, which supports a shift from traditional lecture models to interactive, student-driven

learning.
Relate

The principles outlined by Johnson and Aragon (2021) resonate strongly with my

approach as a LINC (Language Instruction for Newcomers to Canada) instructor. The learner-

centered focus aligns with the Portfolio-Based Language Assessment (PBLA) framework, which

emphasizes real-world application and involves learners in assessing their progress. As Professor

Dawn Fyn (2025a) mentioned in Module 2, "Teaching is both an art and a science," highlighting

the need for a balance between theory and flexible practice.

The article’s focus on self-directed learning also echoes Murtonen and Lehtinen’s (2020) insights

on leveraging prior knowledge and intrinsic motivation. In my LINC classroom, where students

come with varied educational backgrounds, encouraging them to set their own goals fosters a

sense of ownership, autonomy, and language confidence. For instance, I regularly use student-led

projects to reinforce that adult education builds on previous experiences.

Additionally, the notion of “brave spaces,” as discussed by Strano (cited in Fyn, 2025b), is

crucial in language education. Fyn’s (2025b) call for risk-taking environments aligns with my

teaching philosophy, especially for students facing linguistic and cultural barriers. Johnson and

Aragon (2021) support using teaching methods that validate learners’ experiences to create

transformative educational opportunities.

The article’s findings also echo Tomlinson and Sousa’s (2020) argument for engaging students

through real-world applications and are supported by Ornstein’s (1990) emphasis on grounding

pedagogical decisions in solid philosophical foundations—validating the move from teacher-

centered to interactive, learner-driven models.

Johnson and Aragon’s (2021) article provides compelling evidence for andragogic

teaching methods while prompting deeper reflection on their practical implementation. Its

emphasis on learner empowerment and self-directed learning aligns directly with my LINC

teaching approach, which challenges traditional, teacher-centered models.

I chose this article because it connects theory with the practical challenges I face in my

classroom. Its focus on scaffolding and brave spaces aligns with my commitment to fostering

autonomy among culturally diverse learners, making it a valuable resource for my professional

growth.

A key takeaway is the use of scaffolding to build learners’ self-efficacy, reflecting Murtonen and

Lehtinen’s (2020) call for flexible, individualized instruction rather than a one-size-fits-all

approach. In my classroom, I transition from structured activities to more independent, problem-

solving tasks. Although this method has boosted confidence and skills, some students, especially

those from cultures that emphasize deference to authority, struggle to fully embrace self-

direction. This challenge highlights the need for adapting scaffolding techniques, possibly by

incorporating personalized feedback or peer mentoring.

The discussion on “brave spaces” also invites further reflection. Despite Fyn’s (2025b) advocacy

for environments that encourage risk-taking, my experience shows that many students still fear

making public mistakes. This suggests that while the theoretical foundation for brave spaces is

strong, its practical application may require incremental risk-taking activities or explicit

discussions about the value of learning from failure.

Sousa’s (2020) recommendation to engage students with real-world applications. However,

maintaining the balance between structure and freedom remains challenging. Student-led

projects, while engaging, sometimes result in uneven progress due to varying levels of

preparedness. This underscores the need for ongoing critical reflection and iterative refinement

of teaching practices. I plan to integrate more robust formative assessment techniques to monitor

progress and adjust instruction dynamically.

Overall, Johnson and Aragon’s (2021) insights reinforce the transformative potential of

andragogic principles in adult education while also highlighting the challenges of translating

theory into practice. Recognizing both the successes and the areas for improvement—such as the

nuances of scaffolding and the complexities of establishing truly brave spaces—equips me to

continuously evolve my teaching strategies. This reflective process not only enhances language

acquisition in my LINC classroom but also empowers my students to navigate new cultural and

professional environments with increased confidence and competence.

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References

Fyn, D. (2025a). Module 2 lesson lecture. Western University.

Fyn, D. (2025b). Module 1 lesson lecture. Western University.

Johnson, K. A., & Aragon, M. A. (2021). Advancing adult learning using andragogic

instructional practices. Adult Learning, 32(3), 125-138.

Murtonen, M., & Lehtinen, E. (2020). Adult learners and theories of learning. In Adult learning

and education. Elsevier.

Ornstein, A. C. (1990). Philosophy as a basis for curriculum decisions. The High School Journal,

73(2), 102-109.

Tomlinson, C. A., & Sousa, D. A. (2020). The differentiated classroom: Responding to the needs

of all learners. ASCD.

Strano, M. (2025). Brave spaces and the real world. [Lecture notes]. In D. Fyn (Ed.), Module 1

lesson. Western University.