Theory, Research, and Definition of Andragogy

2021 ◽  
pp. 305-356
Keyword(s):  
Adult Education ◽  
Future Development ◽  
Empirical Studies ◽  
Self Directed Learning ◽  
Technological Breakthrough ◽  
Pedagogical Orientation ◽  
The Usa ◽  
Directed Learning ◽  
Definition Of ◽  
Theory Research

Rosenstock posed andragogy as a necessity in which the past, present, and future merges with theory in becoming practical deeds. Knowles presents his first published iteration of andragogy as being a major technological breakthrough in the field of adult education. Hadley developed a 60-item questionnaire assessing an adult educator's andragogical and pedagogical orientation. Henschke developed an andragogical inventory that contained 45 items within seven factors, found congruence with self-directed learning, and was Cronbach-Alpha validated for reliability three times with an almost perfect ‘bell-shaped' measurement for an andragogical facilitator. Poggeler listed 10 trends he hopes will be helpful for future development of European andragogy and perhaps may apply to the USA. Rachal identified seven criteria for implementing empirical studies of andragogy. Biao found after 25 years of research that andragogical programs/courses need to be staffed by people academically prepared and competent in andragogy. This chapter explores all of this.

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.

Drama in Education and Self-Directed Learning for Adults

2011 ◽  
Vol 17 (2) ◽  
pp. 64-79
Author(s):  
Athina A. Karavoltsou ◽  
Carmel O'Sullivan
Keyword(s):  
Adult Education ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Drama In Education ◽  
The Arts ◽  
Education School ◽  
Shared Authority ◽  
Directed Learning ◽  
Motivation To Participate ◽  
Second Chance

Drama in Education (DIE), as an artistic and educational experience, is sufficiently evidenced in the literature as a dialogical, liberating practice of education. This article discusses a practitioner research project in a second chance adult education school in Greece, where the use of a DIE teaching and learning approach was explored in an environmental adult education module. Self-directed learning in this study referred to learner-control and was used to uncover how power relations are constructed through the micro-politics of the classroom. The primary aim of the study was to establish whether the use of a DIE approach could enhance learners' motivation to participate in classroom choices and decisions, and thus take greater control and responsibility for their own learning process. The results indicate that resistance occurred when the teacher delegated greater responsibility than the learners were equipped to handle. The article concludes by advocating an educational encounter of shared authority and vulnerability between teacher and learners when working in and through the arts.

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 Pursuing a Definition of Self-directed Learning in Literature from 2000–2012

2014 ◽  
Vol 116 ◽  
pp. 5184-5187 ◽  
Author(s):  
Afsaneh Dehnad ◽  
Fariba Afsharian ◽  
Fatemehe Hosseini ◽  
Seyyed Kamran Soltani Arabshahi ◽  
Shoaleh Bigdeli
Keyword(s):  
Self Directed Learning ◽  
Directed Learning ◽  
Definition Of

scholarly journals Teachers As Learners: Implications Of Adult Education For Professional Development

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Amy Beavers
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Transformative Learning ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Critical Element ◽  
Development Programs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Teacher Professional

Effective communication with teachers is a critical element of any successful professional development.  Teachers are the foundational component of any educational system.  It is vital that adequate attention is focused on appropriate and effective training of these teachers.  Ideally, professional development offers a means of collaborative support and training to collectively conquer challenges facing teachers both in and out of the classroom.  The need for continued professional development is widely accepted.  Certainly, programs based on high-quality and meaningful teacher development can affect teachers’ skills and attitudes in the classroom, further increasing the quality of education the students receive.  There are numerous resources and studies detailing the components of effective professional development; however, these models can be quite extensive and potentially overwhelming to an administrator who already has enough tasks to occupy their time.  By incorporating a few basic principles established within the field of adult education, teacher professional development can dramatically increase its effectiveness.  This paper outlines very briefly some of these concepts and offers simple and applicable suggestions for teacher professional development programs such as: the characteristics of adult learners, self-directed learning, transformative learning and critical reflection.

APOSDLE – learn@work

2011 ◽  
pp. 52-71
Author(s):  
Stefanie Lindstaedt ◽  
Conny Christl
Keyword(s):  
Theoretical Background ◽  
Lessons Learned ◽  
Learning Material ◽  
Integrated Learning ◽  
Self Directed Learning ◽  
Computational Environment ◽  
Directed Learning ◽  
Work Integrated Learning ◽  
Definition Of ◽  
Professional Workplace

This chapter presents a domain-independent computational environment which supports work-integrated learning at the professional workplace. The Advanced Process-Oriented Self-Directed Learning Environment (APOSDLE) provides learning support during the execution of work tasks (instead of beforehand), within the work environment of the user (instead of within a separate learning system), and repurposes content which was not originally intended for learning (instead of relying on the expensive manual creation of learning material). Since this definition of work-integrated learning might differ from other definitions employed within this book, a short summary of the theoretical background is provided. Along the example of the company Innovation Service Network (ISN), a network of SME’s, a rich and practical description of the deployment and usage of APOSDLE is given. The chapter provides the reader with firsthand experiences and discusses efforts and lessons learned, backed up with experiences gained in two other application settings, namely EADS in France and a Chamber of Commerce and industry in Germany.

scholarly journals CONSIDERATIONS ON INFORMAL LEARNING: DIFFERENT CONCEPTS AND THEIR DIMENSIONS

2016 ◽  
Vol 4 ◽  
pp. 13 ◽  
Author(s):  
Ramune Bagdonaite-Stelmokiene ◽  
Vilma Zydziunaite
Keyword(s):  
Informal Learning ◽  
Learning Outcomes ◽  
Situated Learning ◽  
Research Question ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Learning Intention ◽  
Directed Learning ◽  
Set Up ◽  
Definition Of

The definition of “informal learning” is ambiguous and thus distinguished by the diverse interpretations. The article aims to reveal identical learning dimensions (process, activity, context, interactions and outcomes), which set up different concepts of “informal learning”. The research question refers to the content of dimensions for distinct concepts of “informal learning”. The analysis has disclosed the “informal learning” to be continuum between “self-directed learning”, “self-regulated learning”, “self-managed learning”, “experiential learning”, “incidental/accidental learning”, “situated learning”, “learning through socialization” or “tacit learning”. Those diverse types of “informal learning” supplement each other rather than compete against. Learning intention, process and context setting might be manifested in distinct degrees, however, “informal learning” may refer to the construct covering learning forms, activities and acquired learning outcomes supplementing each other.  

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.

Self-Directed Learning Strategies in Adult Educational Contexts

2019 ◽  
pp. 124-137
Author(s):  
Roaa Aljafari
Keyword(s):  
Adult Education ◽  
Learning Strategies ◽  
Learner Control ◽  
Training Model ◽  
The Self ◽  
Individual Autonomy ◽  
Self Directed Learning ◽  
Learning Content ◽  
Directed Learning ◽  
The Impact

Self-directed learning is a teaching model where the learning content which is predetermined by the educator as well as the students tends to learn at their own pace to enable them to master the content provided. The features of self-directed learning may include individual autonomy, learner control, and autoindexing. In addition, self-directed learning has grown to become a generic training model for medicine, business, and adult education. Problem-based learning also tends to involve elements of self-directed instructions in its model. Self-directed learning also has evaluation tools that enable it to measure the impact of the self-directed learning on the students such as the ability for the students to perceive themselves as having the skills as well as attitudes required for successful learning.

The Staged Self-Directed Learning Model

1992 ◽  
Vol 42 (3) ◽  
pp. 164-166 ◽  
Author(s):  
Mark Tennant
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Model ◽  
Self Directed Learning ◽  
Directed Learning

Grow's article Teaching Learners to be Self-Directed ( Adult Education Quarterly, Spring 1991), in which he presents his Staged Self-Directed Learning (SSDL) Model, concludes with an implicit invitation for others to participate in the “ongoing conversation of those who encourage self-directed, lifelong learning.” The following response to his article is offered in the spirit of this “ongoing conversation.”

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