Learning Theories and Andragogy

2010 ◽  
pp. 15-33
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Adult Learners ◽  
Teaching And Learning ◽  
Adult Learner ◽  
Educational Practice ◽  
Learning Theories ◽  
Learning Approach ◽  
Garden Of Eden ◽  
Alternative Teaching ◽  
Adam And Eve ◽  
The 1960S

The adult learner is a relatively new phenomenon in the annals of educational practice. How can this be considering we have been teaching adults for almost as long as we have been teaching children? – longer if you believe in the Garden of Eden and Adam and Eve. Still, any review of the educational literature on teaching and learning will show a preponderance of research and investigation concerning children and comparatively little specifics regarding adults.Andragogy. Until the 1960s, the models developed to teach children functioned equally for the teaching of adults. The first use of the term “andragogy” was attributed to Malcolm Knowles when, in 1968, he introduced the term androgogy (with an “o”) in the journal, Adult Leadership. His article was entitled “Androgogy, not Pedagogy!” and was followed promptly with a 1970 book in which he specifically defines the term as the “art and science of helping adults learn.” By the 1980s, Knowles’ thinking had changed considerably. In his text, Modern Practice of Adult Education: From Pedagogy to Andragogy, he recognizes the considerable debate instigated by his 1970 thesis and begins to suggest andragogy as an alternative teaching and learning approach appropriate for adult learners. Furthermore,

Complex Learning

2014 ◽  
pp. 121-141
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners’ and trainers’ competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Adult Learners

2019 ◽  
pp. 114-132
Author(s):  
David Deggs
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Real World ◽  
Adult Learner ◽  
Student Activism ◽  
Upper Class ◽  
Traditional Student ◽  
Societal Issues ◽  
American Higher Education ◽  
The 1960S

Student activism is mostly thought of as an activity that engages and motivates the traditional-aged students in American higher education to action. The emergence of student activism in the 1960s occurred when enrollment in American higher education was still primarily limited to youth from middle- and upper-class families. The demographics of American higher education have shifted, and the adult learner or non-traditional student now represents a significant amount, if not the majority, of most campus populations. The adult learner brings unique perspective to the higher education classroom based upon their real-world experiences that directly impacts their values, beliefs, and ideas about societal issues. Adult learners in American higher education have the potential to change the ways, means, and longstanding outcomes related to activism in American higher education.

Complex Learning

2018 ◽  
pp. 242-264
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners' and trainers' competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Learning Theories and Pedagogy

2010 ◽  
pp. 1-14
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Teaching And Learning ◽  
Educational Practice ◽  
Early Years ◽  
Learning Theories ◽  
Dominant Form ◽  
Pedagogical Model ◽  
Stimulus Response ◽  
Mathematical Formulas ◽  
Psychology Teachers ◽  
Guided Instruction

There is little doubt that the most dominant form of instruction is pedagogy, also referred to as didactic, traditional, or teacher-guided instruction. The pedagogical model of instruction has been around for centuries. Young boys were received into schools (most often schools with religious purposes) that required them to be obedient, faithful, and efficient servants of the church (Knowles, 1984). From these beginning developed the practice of pedagogy which remains the dominant form of instruction for the traditional learner. Pedagogy is derived from the Greek word “peda,” meaning child and “agogos,” meaning “the study of.” Thus, pedagogy has been defined as the art and science of teaching children. In a pedagogical model, the teacher has responsibility for making decisions about the content to be learned, the methodology for delivering the instruction, the sequencing and presentation (i.e., when it will be learned), and ultimately, an assessment of whether or not the material has been learned. Pedagogy, by its definition and nature, places the student in a submissive/ receptive role rather than an active learning position, requiring unswerving compliance to the teacher’s directions. It is based on the assumption that the teacher knows best what the student should learn; the teacher assumes the position of “sage on the stage” and the result often is a teaching and learning environment that promotes dependency on the instructor. For the earliest years of educational psychology, teachers believed that the best way for their students to master content was through repetition, a principle derived from behavioral learning theory; a notion that dominated educational thinking since the time of Ivan Pavlov and his experiment with animals. Students should spend their time copying spelling words, reiterating historical dates and places, and proving and re-proving mathematical formulas until they ‘learned’ the information. Contemporary behaviorists viewed the environment as the single most important key to successful learning. Environmental factors provided the external stimuli to learning and the consequential behavior that resulted was deemed the response. Stimulus ? response (S ? R) became the formula for teaching in these early years of educational practice that found its place in educational practices up through the 1950’s.

scholarly journals MIND THE GAP – THE IMPORTANCE OF REFLECTING ON DIFFERENT NOTIONS OF LEARNING AND KNOWLEDGE WITHIN AND BETWEEN COGNITIVE AND EDUCATIONAL SCIENCES

2012 ◽  
Vol 46 (1) ◽  
pp. 123-130
Author(s):  
Brigitte Römmer-Nossek
Keyword(s):  
Teaching And Learning ◽  
Interdisciplinary Collaboration ◽  
Educational Practice ◽  
Human Cognition ◽  
Learning Theories ◽  
Paradigm Shifts ◽  
Cognitive Sciences ◽  
Starting Point ◽  
Educational Sciences ◽  
The Way

Cognitive and educational sciences share a fundamental interest in learning. While theoretical bases and practical interests seem to match well at first sight, it is well worth to take a closer look. In the different disciplines involved in the Cognitive Sciences there is a large number of approaches to study learning, but closer glance reveals a limited number of ways to conceptualize learning. In its short history, the field has seen some paradigm shifts, which changed the way we look at human cognition and thus at learning. It is worth noting that each paradigm also transports an implicit notion of knowledge. In the field of education we find these paradigms as different learning theories, which in turn determine approaches to teaching and learning. Dealing with knowledge is central to educational practice. Furthermore, educational research indicates that our personal concept of knowledge qualitatively influences the way students learn. Thus there is a deep, but the intricate relationship between our concepts learning and knowledge. If the interaction between the two fields is to go beyond the (often unsatisfying) attempt to find direct-to-classroom recipes, explicit concepts of learning and knowledge must be the starting point for any successful interdisciplinary collaboration. Key words: cognitive sciences, education, knowledge, learning.

Change or Transformation?

2010 ◽  
pp. 127-141
Author(s):  
Liz Browne
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Training Programme ◽  
Career Pathways ◽  
Learning Approach ◽  
The United Kingdom ◽  
Professional Development For Teachers ◽  
Child Syndrome ◽  
The Government

This chapter draws on research carried out into a major national project funded by the government in the United Kingdom aimed a transforming teaching and learning in one sector of education known as the Learning and Skills sector. This sector, recognised as suffering from the ‘middle child syndrome’ (DfES: 2006), locates as a optional part of the learner journey between school and work or university and tends to be followed by those pursing a vocational training pathway. The sector is also renowned for providing new opportunities for adult learners wanting to re-train or gain qualifications required for new career pathways. This chapter explores the discourse of transformation in a programme of Continuous Professional Development for Teachers which adopted an e-portfolio for assessment purposes. The training programme was delivered using a blended learning approach. The research that informs this chapter was collated using electronic investigative tools. These are assessed for their usefulness whilst particular focus is given to evaluating the ambition for transformation as articulated in the programme aims.

PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTU MDIA GAMBAR UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VI SD NEGERI 007 KAMPUNG BARU KECAMATAN GUNUNG TOAR KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hamnidar Hamnidar
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
Learning Approach ◽  
Research Subjects ◽  
Average Value ◽  
Average Grade ◽  
Complete Category ◽  
Contextual Teaching

This research was motivated by the learning outcomes of students' natural sciences that were still low. The purpose of this study was to improve student learning outcomes with the application of the Contextual Teaching And Learning approach. This research is a classroom action research consisting of II cycles with research subjects in class VI of 007 Kampung Baru State Primary School Gunung Toar District, Kuantan Singingi Regency. The results showed that, judging from the basic score, the lowest value of students was 50 while the highest score of students was 85 with an average grade of 62.78 with an incomplete category. in the first cycle the lowest value of students was 65 while the highest value of students was 90 with an average grade of 74 with a complete category. For learning outcomes in cycle II, the lowest value of students is 75 while the highest value of students is 100 with the average value of class 84.47 with complete categories. Based on the results of the study, it can be concluded that the application of the Contextual Teaching And Learning learning approach assisted by media images can improve the learning outcomes of Natural Sciences students of class VI 007 Public Primary School Kampung Baru, Gunung Toar District, Kuantan Singingi Regency.

The Garden as Unfinished Narrative of the Good in C.S. Lewis’ Perelandra

2012 ◽  
Vol 2 (1) ◽  
pp. 49-80
Author(s):  
Evrea Ness-Bergstein
Keyword(s):  
The Novel ◽  
Garden Of Eden ◽  
Adam And Eve ◽  
Dead End ◽  
Growth And Change ◽  
Literary Devices ◽  
Hortus Conclusus

In Lewis’ transposition of Milton’s Paradise to a distant world where Adam and Eve do not succumb to Satan, the structure of Eden is radically different from the enclosed garden familiar to most readers. In the novel Perelandra (1944), C.S. Lewis represents the Garden of Eden as an open and ‘shifting’ place. The new Garden of Eden, with Adam and Eve unfallen, is a place of indeterminate future, excitement, growth, and change, very unlike the static, safe, enclosed Garden—the hortus conclusus of traditional iconography—from which humanity is not just expelled but also, in some sense, escapes. The innovation is not in the theological underpinnings that Lewis claims to share with Milton but in the literary devices that make evil in Perelandra seem boring, dead-end, and repetitive, while goodness is the clear source of change and excitement.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

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