My Initial Exposure to Andragogy

2021 ◽  
pp. 1-22
Keyword(s):  
Human Resource Development ◽  
Measurement Instrument ◽  
Self Directed Learning ◽  
Initial Exposure ◽  
Corporate Managers ◽  
Boston University ◽  
The United Kingdom ◽  
The Usa ◽  
Directed Learning ◽  
Ancient Times

This chapter shares the author's first exposure to andragogy at Boston University, including the background and research foundation giving impetus to writing this book. Kapp from Germany coined the andragogy term based on Comenius' earlier conceptions stemming from educators in ancient times. Savicevic gave andragogy strength in Europe, shared it with Knowles who advanced it in the USA through application to human resource development (HRD) and viewing self-directed learning (SDL) as most important way to implement andragogy. Hadley developed/validated an andragogy/pedagogy measurement instrument. Simpson validated andragogy in the United Kingdom. Kabuga validated andragogy in Africa. Ingalls validated andragogy's nine dimensions for corporate managers' helping workers keep abreast and up to date with their various fields. Mezirow and Suanmali developed/validated with 174 adult educators' andragogy's charter with 10 SDL items.

scholarly journals Beginnings of the History and Philosophy of Andragogy 1833-2000

2010 ◽  
pp. 1-30
Author(s):  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Theory And Practice ◽  
Self Directed Learning ◽  
The Future ◽  
Scientific Foundation ◽  
The Usa ◽  
Directed Learning

Andragogy had a very slow beginning over a period of almost one century as a term referring to the theory and practice of adult education. Numerous elements were involved in the seventy years it took to establish its foundation: starting in England and the USA; andragogy and human resource development [HRD]; andragogy and self-directed learning [SDL]; conflict between supporters and detractors; comparing European and USA perspectives; trust in learners’ abilities; scientific foundation of andragogy; skepticism and its counter-balance; and, antecedents of andragogy. Trends in usage and considering its possible benefits set the tone for the future of andragogy from 2000 forward.

Formal and Informal Training for Workers with Low Literacy: Building an International Dialogue

2009 ◽  
Vol 15 (1) ◽  
pp. 37-54 ◽  
Author(s):  
Maurice Taylor ◽  
Karen Evans
Keyword(s):  
Informal Learning ◽  
Case Study Research ◽  
Low Literacy ◽  
Self Directed Learning ◽  
Workplace Literacy ◽  
The North ◽  
The United Kingdom ◽  
Learning At Work ◽  
Directed Learning ◽  
Cross Case Analysis

The purpose of this exploratory study was to investigate some of the kinds of formal and informal workplace training activities that workers with low literacy engage in from different parts of Canada and the United Kingdom. The study employed a multi-site case study research design with 31 employees and 18 instructors from seven different types of workplace literacy programmes in various regions of Canada and 42 employees and six supervisors/tutors from four workplace basic skills programmes in the north and south of Greater London, England. Data sources from each country were developed and were used for comparable purposes following a within case and cross case analysis. The findings are described under three main themes. The first theme depicts the range of formal workplace programmes in both countries that employees with low literacy have participated in. The second pattern highlights the main types of informal learning activities that emerged from the data which included: observing from knowledgeables; practicing without supervision; searching independently for information; focused workplace discussions and mentoring and coaching. The third theme describes some of the determining factors of the informal learning process. Implications of the study suggest that company sponsored workplace and essential skills programmes act as catalysts for further learning at work. As well, findings also seem to indicate that various forms of self-directed learning and the organisational context may play an important role as these workers engage in and shape everyday workplace practices. Suggestions for continuing the cross nation studies are also discussed.

The United Kingdom general practitioner and palliative care model

2017 ◽  
Author(s):  
Simon Noble ◽  
Nicola Pease
Keyword(s):  
Palliative Care ◽  
United Kingdom ◽  
General Practitioner ◽  
Communication Skills ◽  
Cost Effective ◽  
Self Directed Learning ◽  
The United Kingdom ◽  
Directed Learning ◽  
College Examinations ◽  
User Friendly

Within the United Kingdom, the general practitioner (GP) will manage the care of the majority of patients with life-limiting and terminal disease. The need for effective communication is recognized in the general practice curriculum and college examinations. The opportunity to review and critique one’s own communication skills allows considerable opportunity for self-directed learning and reflection. The development of a reflective portfolio of learning has been developed as a user-friendly and cost-effective way for the general practitioner to commit to lifelong learning in the context of communicating with palliative care patients. This chapter describes several models that can help deliver an evidence-based template of training, supported by a simple toolkit with which to empower GPs to enhance their communication skills throughout their professional careers.

Era of Efficiency: New teaching models in a self-directed learning environment (Preprint)

2020 ◽  
Author(s):  
Kirsten Raphael ◽  
Shonnelly Novintan ◽  
Daniel Foran ◽  
Daniel Campioni-Norman
Keyword(s):  
Medical Schools ◽  
Time Zone ◽  
Self Directed Learning ◽  
Clinical Placements ◽  
The United Kingdom ◽  
School Teaching ◽  
Directed Learning ◽  
Logistical Difficulty ◽  
Set Up ◽  
Senior Students

UNSTRUCTURED During the COVID-19 lockdown, medical schools in the United Kingdom withdrew their students from clinical placements and delivered education and examinations via online platforms. The logistical difficulty of timetabling a multitude of clinicians, with many working busier rotas on the front lines, to give one-hour lectures delayed the delivery of medical education. During this delay, the United Hospitals (UH) Medgroup set up an online platform called TeachtoLondon that recruited doctors and senior students to deliver 10-minute tutorials. Even with medical school teaching having resumed, TeachtoLondon remains popular due to its efficient and bespoke model. The short tutorials made the content more accessible and, more importantly, more useful as a revision tool. Compared to a one-hour online lecture that lacks ‘virtual bookmarks’, a playlist of tutorials allows easy navigation for students to revisit difficult topics, a pivotal part of learning. Teachtolondon is also popular with tutors, as it facilitates participation in teaching despite reduced availability due to COVID redeployment. It also allowed recruitment of doctors internationally, who would have been prevented by time zone differences from giving live lectures. Lastly, the UH network allowed students from any of the London medical schools to request a tutorial topic. Topics were allocated to the large database of tutors, providing an efficient turnaround, which is flexibility that a medical school’s rigid curriculum does not allow. The TeachtoLondon project could be adapted as an effective teaching model that promotes digestible, bite-sized learning and provides uniform teaching to students, whilst simultaneously acting as a revision tool.

scholarly journals Toward Understanding The Role Of Web 2.0 Technology In Self-Directed Learning And Job Performance

2018 ◽  
Vol 11 (3) ◽  
pp. 89-98 ◽  
Author(s):  
Shirley J. Caruso
Keyword(s):  
Job Performance ◽  
Web 2.0 ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Performance Outcomes ◽  
Self Directed Learning ◽  
Web 2.0 Technology ◽  
Directed Learning

This paper serves as an exploration and thick description of job performance outcomes based upon the manner in which self-directed learning activities of employees are conducted, mediated by the use of Web 2.0 technologies in organizational settings. It provides a collective view of the role that Web 2.0 technology plays in self-directed workplace learning and job performance outcomes to benefit employees, organizations, and human resource development professionals. To expand further the knowledge base of adult learning and self-directed learning activities, this paper places its focus on the role of Web 2.0 technology in adult learners’ engagement in self-directed learning. Part of the discussion focuses on learners’ preferences in relation to the emergence of Web 2.0 technology. This discussion of learner preferences explores learning environments that participants engaged in and the motivation behind their engagement. This paper contributes to the field of human resource development by providing a new lens that views the role of Web 2.0 technology in self-directed learning and job performance within an organizational setting, thereby enabling its integration into a blended-learning site. A practical application resulting from this paper is to provide insight to human resource development professionals into best practices and recommendations for the adoption and application of Web 2.0 technology.

Combining American, European, and World Andragogy Together

2021 ◽  
pp. 225-250
Keyword(s):  
Transformative Learning ◽  
Learning Organization ◽  
Social Action ◽  
Self Directed Learning ◽  
Learner Centeredness ◽  
Internet Learning ◽  
The Usa ◽  
Directed Learning ◽  
Process Elements ◽  
Critical Consideration

Savicevic provided a critical consideration of fairly scientific andragogical concepts in 10 European countries, five each eastern and western. Knowles provided the most articulate American conception of andragogy with six assumptions and eight process elements, tested and refined with 12 entities. Knowles was criticized by Welton for neglecting democratic social action and Hartree failing his promise. Knowles' andragogy was supported from Long seeing its vibrant strength, Griffith on practice, Tough on warmth, Maehl on advocacy of learners, Isenberg on connecting internet learning, and Houle on learner-centeredness. Lindeman was the first to bring andragogy to the USA. Kessels and Peoll brought together such things as andragogy, self-directed learning (SDL), learning organization, and learning in the workplace. Merriam et al. suggested andragogy be replaced with ‘transformative learning' as the new andragogy. Henschke and Boucouvalas updated and published Malcolm's autobiographical journey. This chapter explores all of this.

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