Strengthening the Practice and Research Foundation of Andragogy Amidst Some Growing Controversy and Resistance to It

2021 ◽  
pp. 23-44
Keyword(s):  
Adult Learning ◽  
Process Model ◽  
Adult Learner ◽  
Adult Educators ◽  
Cronbach Alpha ◽  
Instructional Perspectives ◽  
Teacher Trust ◽  
Organizational Results ◽  
Instructional Perspectives Inventory

Zemke and Zemke believed 30 ideas/concepts/techniques related with adult learning/andragogy can help toward accomplishing the job as adult educators. Tenant analyzed Knowles' popular andragogical assumptions and processes, while Hartree, Jarvis, and the Davenports considered Knowles' andragogy overrated in its contribution. Not to be deterred, Knowles' published his book The Adult Learner (third edition) and Andragogy in Action, a compendium of 36 positive organizational results of andragogy. Brookfield called American andragogy an unproven theory. Taylor offered a very strong and articulate research-based process model for Knowles' andragogical implementation of four phases and four transitions into learning for self-direction in the classroom. Henschke developed an andragogical assessment inventory entitled: Modified Instructional Perspectives Inventory (MIPI), which is Cronbach Alpha validated three times for reliability, including seven factors of which ‘teacher trust of learners' is the strongest factor with 11 elements describing its dimensions. This chapter explores this.

New Perspectives of Andragogy in Relation to the Use of Technology

2013 ◽  
pp. 1606-1621
Author(s):  
Lesley Farmer
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Environment ◽  
Older Adult ◽  
Adult Educators ◽  
Technological Factors ◽  
Use Of Technology ◽  
Emerging Trends ◽  
And Control ◽  
Older Adult Learners

This chapter examines technological factors that influence the conditions and processes of adult learning, and how adult educators can deal with those changes effectively. Technology can reinforce and enhance adult learning, providing a learning environment with tools and resources that the learner can explore and control, thus fostering more independent, adult-centered learning. Adult learning changes because of the need to learn how to use technology tools, the opportunity for expanded access to resources, the variations in designing and experiencing learning experiences, and the expanded opportunities to engage with these resources and with other learners. Several issues contextualize the realities and challenges of adult learning as impacted by technology: workplace learning and learning organizations, informal learning, distance education, globalization, the Digital Divide, and older adult learners. Emerging trends are also mentioned.

Culturally Responsive Teaching with Adult Learners

2021 ◽  
pp. 1459-1468
Author(s):  
Christy M. Rhodes
Keyword(s):  
Adult Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Identities ◽  
Adult Educators ◽  
Responsive Teaching ◽  
Inclusive Learning ◽  
K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Lights, Camera, Andragogy! Adult Learning and Development in Film

2019 ◽  
Vol 30 (4) ◽  
pp. 150-159
Author(s):  
Adam McClain
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Growth And Development ◽  
Life Experiences ◽  
Real Life ◽  
Emotional Reactions ◽  
Adult Educators ◽  
Learning And Development ◽  
Social Phenomena ◽  
Adult Learning And Development

This article will examine specific films that portray events or phenomena of adult learning and development, and how adult learning and development can be explored by studying the lives of the fictional characters in film. It will demonstrate how the use of contemporary film by adult educators and adult learners can enhance insights about people, about life’s dilemmas, and about the growth and development in adulthood. To teach adults successfully, methods and techniques must be adapted to their skills and environments. Despite genre or popularity, film has the opportunity to tell a story and/or be a real-life recording. Film provides another strategy of telling stories to help adult educators and adult learners have further reflection, insights, emotional reactions, and enhance various life experiences and stages of development. Learners can use film to better understand narratives outside of their own and develop alternative interpretations, and film can also be used to observe social phenomena in a noninvasive way. The films discussed in the article were chosen by the author to draw the attention to examples of various aspects of adult learning and development.

Adult Learning Styles – Implications for Adult Educators Working in Aboriginal Communities

1983 ◽  
Vol 11 (3) ◽  
pp. 35-38 ◽  
Author(s):  
W.J. McGrath
Keyword(s):  
Adult Learning ◽  
Learning Styles ◽  
Training Needs ◽  
Northern Territory ◽  
Further Education ◽  
Adult Educators ◽  
Aboriginal Communities ◽  
Adult Learning Styles ◽  
Basic Learning ◽  
And Training

In the Northern Territory there are about 20 adult educators based in Aboriginal communities where the traditional life-style is still experienced to a great degree. These adult educators are required to identify the further education and training needs of the community and to implement programs to meet these needs. In this brief paper I shall examine ways in which the study of Aboriginal adult learning styles can be of use to these adult educators.Before looking at specific Aboriginal learning styles it is necessary to look at those which are generally universally agreed upon as the basic learning styles applicable to adults. This is necessary in order to ensure that adult educators have a foundation on which to base some identifiably different learning styles inherent in Aboriginal culture.

scholarly journals Die meting van intrapersoonlike prosesse as determinant van leergereedheid by volwassenes in die werksituasie

1992 ◽  
Vol 18 (1) ◽  
Author(s):  
K. Van Zyl ◽  
B. C. Lessing
Keyword(s):  
Life Cycle ◽  
Adult Learning ◽  
Adult Learner ◽  
Measurement Scales ◽  
Learning Readiness ◽  
Comprehensive Study

The measurement of intra-personal processes as determinant of adult learning readiness in the workplace. Where wellknown writers such as Knowles and Cross have identified learning readiness as an important characteristic in adult learning, they have neglected to define, describe, operationalize or measure the construct adequately. In a comprehensive study the authors have managed however to identify the determinants of adult learning readiness from the theory available, namely: intra-personal processes, life cycle changes and inter-personal processes. In this article, the processes inherent to the adult learner have been analyzed, described and transformed into usable measurement scales. This contributes significantly in bridging the present gap in andragogical literature. Opsomming Waar vooraanstaande skrywers soos Knowles en Cross leergereedheid as 'n belangrike eienskap in die bestudering van die volwasse leerder gei'dentifiseer het, het hulle nagelaat om die konstruk behoorlik te omiyn, te beskryf, te operasionaliseer of te meet. In 'n omvattende studie is daarin geslaag om drie determinante vir volwassene leerge- reedheid uit die teorie te identifiseer, naamlik: intrapersoonlike prosesse, lewensoorgange en interpersoonlike prosesse. In die artikel word veral die prosesse inherent aan die volwasse leerder ontleed, beskryf en tot bruikbare metingskale omskep. Daarmee word belangrike vordering gemaak om 'n leemte in die andragogiese literatuur te vul.

scholarly journals EQUINE ASSISTED LEARNING: SYMBOLIC VALUE OF HORSE AS UNDERLYING PATTERN IN HUMAN THINKING

2018 ◽  
Vol 5 ◽  
pp. 81 ◽  
Author(s):  
Ilona Gehtmane-Hofmane
Keyword(s):  
Adult Learning ◽  
Knowledge Base ◽  
Adult Learner ◽  
Educational Experience ◽  
Symbolic Value ◽  
Human Thinking ◽  
Traditional Pedagogy ◽  
Equine Assisted ◽  
Forms Of Knowledge ◽  
Equine Assisted Learning

Traditional pedagogy do not stressed the unique and challenging needs of the adult learner for a different kind of educational experience that was more engaging, more flexible and more appreciative of the existing knowledge base and experience of the adult learning. Equine Assisted Learning is a practice in which adults engage in systematic and sustained self–educating activities in order to gain new forms of knowledge, skills, attitudes, or values. The purpose of this research is to illustrate the meaning and symbolic value of horse as underlying pattern in human thinking.

scholarly journals Non-Formal Adult Learning Programs at Canadian Post-Secondary Institutions: Trends, Issues, and Practices

2009 ◽  
Vol 35 (2) ◽  
Author(s):  
Dale Kirby ◽  
Vernon Curran ◽  
Ann Hollett
Keyword(s):  
Community Colleges ◽  
Adult Learners ◽  
Adult Learning ◽  
Postsecondary Education ◽  
Adult Learner ◽  
Skills Training ◽  
Policy Implications ◽  
Financial Barriers ◽  
Post Secondary ◽  
Learning Programs

A number of recent policy reports have suggested that Canadian universities and community colleges should play a more significant role in response to the adult education and training needs of Canada’s workforce. This article discusses the results of a study that examined investment trends and the characteristics of non-formal adult learner programming at Canadian postsecondary institutions. Public universities and community colleges were surveyed, and a purposive sample of key informants, representing the broad spectrum of postsecondary education in Canada, was interviewed. The results indicated that institutional investments in non-formal programs for adult learners have trended upward over the past decade. Colleges reported larger average annual institutional expenditures on and larger enrolments in non-formal adult learner programs. However, adult learners comprise only a small minority of the overall student population at post-secondary institutions. Financial barriers at both the institutional and individual levels were identified as key barriers to increasing access and participation. Limited operational funding at the institutional level has influenced the nature and scope of offerings and, for many institutions, has resulted in program offerings that do not necessarily target the needs of nontraditional and disadvantaged adult learner groups. The study findings have important public-policy implications for improving access and participation in non-formal adult learning, including the need for greater incentives for individuals (e.g., tax incentives) and increased support for disadvantaged learners to enhance basic-skills training.

Educating IT Professionals Using Effective Online, Pedagogical, and Scheduling Techniques

2010 ◽  
Vol 1 (3) ◽  
pp. 15-31 ◽  
Author(s):  
Jeffrey Hsu ◽  
Karin Hamilton ◽  
John Wang
Keyword(s):  
Information Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Business Education ◽  
Adult Learner ◽  
Real Life ◽  
Learning Preferences ◽  
Information Technology Professionals ◽  
Learning Needs ◽  
It Professionals

Information technology professionals comprise an important segment of adult learners seeking a four-year undergraduate degree, and it is important to provide programs that address not only the conceptual and theoretical, but also adult learning needs in terms of career orientation and practicality together with providing real-life applications relevant to the needs of the IT job marketplace. The techniques of employing distance learning, providing modular and practical learning segments, emphasizing adult-oriented learning preferences, engaging users toward learning, and providing appropriate course schedules and sequencing are discussed in the context of an actual adult learner program. This program integrates job and career-oriented needs with that of a well-rounded business education. Examples and illustrations are provided to illustrate how an adult-oriented program was customized to provide needs important to adult learners and IT professionals, with the objective of producing superior and useful learning results.

Spirituality and Religion as Cultural Influences in Andragogy

2019 ◽  
pp. 45-72 ◽  
Author(s):  
Lunthita M. Duthely ◽  
Sandra G. Nunn ◽  
John T. Avella
Keyword(s):  
Adult Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Lifelong Learning ◽  
Adult Learner ◽  
Cultural Influences ◽  
Spiritual Dimension ◽  
Christian Perspective ◽  
Whole Person ◽  
Spirituality And Religion

Spirituality and religion are important considerations for the adult learner, because with adulthood comes an increased identification with spirituality. In this chapter, the authors outline key theories and concepts related to spirituality and religion in adult learning, or andragogy. Transformative learning, reflective learning, and whole-person or experiential learning are described within the context of their relatedness to spirituality/religion in andragogy. A separate section on lifelong learning, an extension of adult learning, and multiculturalism, a social realty, are explored. Moving from the theoretical to the practical application of spirituality/religion in andragogy, several examples and worldviews of spirituality/religion outside of the Western, Judeo-Christian perspective are included, as well. Practical considerations are given for learners, instructors, and researchers on secular approaches to cultivating traits and qualities that correspond to an individual's spiritual dimension, feeling of connectedness, and overall wellbeing.

Assessing Adult Learning and Learning Styles

2011 ◽  
pp. 143-153
Author(s):  
E. Paulette Isaac
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Adult Educators ◽  
Learning And Development ◽  
Know How ◽  
Education Literature ◽  
Learning Assessments ◽  
Adult Learning And Development

Adults have different learning styles which can either enhance or deter their learning. In the conversation that follows, I discuss the utility of assessing adult learning and the diversity of learning styles. Adult education literature is replete with discussions on characteristics of adult learners and adult learning and development. But how do we actually know if adults gained the knowledge they set out to learn? We know that there are several factors that should be taken into consideration when facilitating adult learning, but as adult educators and practitioners of the field, it is equally important that we learn and/or know how to deploy various approaches in assessing adult learning. In this chapter are brief discussions on adult learning, learning styles, and learning assessments.

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