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.

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.

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.

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

2012 ◽  
pp. 109-126
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.

The Adult Learner in Higher Education

2021 ◽  
pp. 34-47
Author(s):  
Sumitra Balakrishnan
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Learner ◽  
Classroom Environments ◽  
Theoretical Approaches ◽  
Behavioral Features ◽  
Learning Programs ◽  
Life Circumstances

Researchers and practitioners have come to understand adult learners as unique and different from child learners, and have developed different theoretical approaches, methodologies, and strategies attuned to their educational needs and life circumstances. This chapter examines the factors that impact the effectiveness of adult learning programs and classroom environments by using perspectives of education theorists. The needs of the adult learner, advantages of teaching adults, and principles that can be followed are explored with the help of Knowles' andragogy model. The importance of the classroom's eco-behavioral features—their physical and emotional environments—along with other factors that effectively facilitate the process of adult education are discussed. In this context, an adaptation of Astin's I-E-O's model is proposed to deepen the understanding of adult learning programs.

Andragogy and the Socratic Method of Instruction

2022 ◽  
pp. 56-73
Author(s):  
Deborah Timpone Curran
Keyword(s):  
Adult Learning ◽  
Adult Learner ◽  
Learning Experience ◽  
Building Blocks ◽  
Socratic Method ◽  
Design Processes ◽  
Method Of Instruction ◽  
Learning Contract

This chapter focuses on the connection between the Socratic Method and the foundational elements of andragogy as defined by Malcolm Knowles. This chapter will also explore the benefits of implementing Knowles' two foundational elements of andragogy consisting of his six assumptions and his eight design processes. Also explored is the implementation of Knowles' learning contract within the Socratic Method as a way to enhance the adult learner learning experience. In addition, this chapter includes references to John Henschke and his Building Blocks of Adult Learning and how they also support the Socratic Method of instruction.

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