1. Process and content models are two different approaches to organizing educational activities. On the one hand, the process model focuses on how students learn. In particular, it refers to considering how individuals approach solving issues, what thinking strategies they follow, what benefits this process will bring, and others. On the other hand, the content model draws attention to what is learned by students. It means that the given approach helps determine specific material and concepts that will be offered. Furthermore, this model should reveal how the identified material can be structured to ensure that students understand and absorb it.
2. The andragogical process model was created for adult learning, and it has both strengths and weaknesses. The first advantage refers to the fact that this approach provides students with an opportunity to choose what they want to learn. Then, experiential learning is the second strength meaning that students can involve in education based on their experience that they have already had in a particular area. This model ensures that adults only invest in learning the material that is relevant to them. Simultaneously, the andragogical approach also implies some weaknesses, and the leading one of them is that the dependence on self-directed learning can lead to reduced motivation when students face some challenges. Finally, the given model can be considered opposition to formal education, which evokes some skepticism.
3. Specific issues can explain why the andragogy is developed in a practice model. Firstly, it is so because this approach allows students to choose learning materials depending on what they consider relevant for them. Secondly, the andragogical model focuses on the problem and how individuals can solve it. It means that the approach under analysis does not draw much attention to the content of the learning activities.
4. The core andragogical assumptions reflect leading goals and purposes of learning as well as situational/individual differences. For example, acquiring new information and mastering new skills are the primary learning purposes, and they have a direct connection to the assumption of self-concept. It is so because this term implies that adults achieve successful results in education if they invest in self-directing practices (Hare, 2018). Furthermore, the andragogy identifies that all students have various characteristic features. That is why the given approach focuses on the assumption of motivation. It relates to the fact that students can choose what they will learn to ensure that they are willing to participate actively in this process. Finally, the andragogy assumes that students can use their experience and mistakes as a basis for further learning (Hare, 2018). It is so because this approach admits that the individuals come with different background knowledge.
5. Knowles considered the andragogy a basis for an emergent theory because the researcher was the first to talk about the main characteristic features of adult learning. He understood that the concept had some differences compared to traditional children and adolescent learning principles, and the andragogical model was the first step to formalize this sphere. Even though the given concept offers a few valuable comments, the andragogy has not been adopted as a leading theory. It seems that its weakness has contributed to this state of affairs. It relates to the fact that the andragogy offers some assumptions that do not agree with formal education basics, which refers to choosing the learning material by students (Hare, 2018). Consequently, it is challenging to imagine how this principle can be implemented to make the andragogy a defining adult learning theory.
Reference
Hare, C. (2018). Andragogy – The adult learning difference. Medium. Web.