Abstract

Adults learners perform better when they are allowed time and freedom to choose what they want to explore. By experimenting with Malcom Knowles’s “Six Principles of Adult Learning” or “Andragogy,” the researcher found phenomenon outcomes and performances from directing students. By facilitating more time and encouraging students with productive questions and open-end answers, one can validate their works and allow them to percolate. Adult students learn best when they are given enough freedom and reasonable deadlines. When treated with respect, they are more willing to learn and will work harder. The key elements for directing students using andragogy are applying and bridging their life experience and goals to let them explore by themselves, and motivating them to go beyond what is in them. By balancing between encouraging and forcing adult students to become active learners, they decide their own timeline for their work schedule and deadlines, learning to prioritize and collaborate. The andragogy approach will be applied to other students as they join the directing students; they will also learn “unintentionally” and “unofficially.” In order to train students not to be students anymore, it is critical to assign directing projects and apply andragogy.