The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review

The way in which adults learn is distinctive to how children learn, hence Andragogy differs from Pedagogy and so do the implications. Although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. To fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. Employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. Future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of English as a foreign language. The differences between adults and children learning and directions for further research in teaching English as a Foreign Language (EFL) is also discussed at the end of study.

Concordance of the cardiovascular patient education with the principles of Andragogy model

Background Patient education is a critical aspect of patient care and is considered a vital part of self-care (especially in patients with cardiovascular disease (CVD)) and health promotion. The literature supports incorporating the principles of the andragogy model (adult learning) into patient education. This study aimed to determine the concordance of the CVD patient education with the principles of the andragogy model. Methods This cross-sectional survey was conducted on 384 adult CVD patients from 2 selected hospitals of Tehran. The sampling method was convenient, and the data collection tool was a researcher-made questionnaire based on the principles of the andragogy model. Data were analyzed using SPSS16 statistical software. Results The mean age of the patients was 55.69 ± 13.01 years old. Frequency of distribution of the patients who, in total, selected the items of 4 or 5 for respecting the principles of andragogy model was as follows: 68.16% for the motivation, 66.29% for the need, 66.03% for the orientation, 54.16% for the experiences, 51.55% for the self-concept, and 44.65% for the readiness principle. Also, three principles of motivation (77.37) need (74.97), and orientation (74.78) had the highest mean, respectively, in terms of adhering to this model. But the most common problems in patient education were related to the principles of readiness (64.35), self-concept (68.19), and experiences (77.71) with the lowest mean. Conclusions The findings of this study provided valuable information on the flaws in patient education, including ignoring and disrespecting the principles of adult education. Correcting these detected defects and providing feedback to health professionals can improve the quality of patient education programs and patient satisfaction. Also, it empowers healthcare providers, patients, and families through effective education strategies.

PELATIHAN DAN IMPLEMENTASI PLTS DALAM MENANGGULANGI HAMA BURUNG PENCURI IKAN UNTUK PENINGKATAN PRODUKSI IKAN NILA

Bird pests and humans thieving have disturbance the "Mina Yukti" fish cultivator group, in a day the fish can be eaten up to 4 herons, this is known by the presence of fish bones scattered on near of the pond. This problem affect to the food security of this group, especially in this pandemic crisis era. To overcome this problem is to install lighting installations, because the location of the pool is far from the PLN installation, solar panel is used to supply the lighting consumption. This activity is packaged in the form of training and installation of PLTS and lighting installations. The training is carried out interactively by according to the principles of andragogy, so that the output of theoretical and practical training is to produce competent personnel and the final construction of solar panel and Lighting Installations. The solar panel installed with a capacity of 100WP, the problems of this group can be solved. In the installation of this solar panel installation does not use an inverter, to increase the efficiency of PLTS. The training activities, construction and installation of PLTS and lighting installations were carried out by 90 people consisting of lecturers, education staff, students and members of the fish cultivator group “Mina Yukti.

Views of Academic Staff in Universities on Lifelong Learning and Adult Education

The general aim of this study is to find out the views of academic staff working at universities on lifelong learning and adult education. While finding out the views of academic staff, the 6 principles of Andragogy Approach, which includes the characteristics of adults about learning, were taken as basis and the professional or personal development trainings academic staff received were analysed separately within the framework of these principles. Interview technique, one of the most frequently used in qualitative research methods, was used in the study. Interviews were made with a total of 20 academic staff who had received training within the scope of adult education and lifelong learning. The interviews were recorded with a voice recorder and transcribed. The transcribed data were evaluated with descriptive analysis method and then they were coded. Interpretations were made by using the codes. As a result, it was found that the academic staff in general had received education on lifelong learning and adult education voluntarily and it was concluded that they received these trainings for professional or personal development, to increase their quality of life, to gain experience, to advance academically and for similar reasons.

Reflexão sobre a aprendizagem de pessoas jovens e adultas: diálogo entre as teorias críticas e a andragogia

A aprendizagem se realiza quando o ser humano estabelece processos dialéticos de desconstrução, construção, reconstrução de valores e de sua identidade, no desafiador processo de produção de conhecimento em sua trajetória histórica de vida. Este texto objetiva refletir as teorias críticas da educação que estão implícitas nos princípios da Andragogia, teoria que estuda a aprendizagem das pessoas jovens e adultas, estabelecendo relações com estilos de aprendizagem e estratégias utilizadas na percepção e organização das informações. Utiliza o método (auto) biográfico para recolha dos dados, o estudo de caso para sua organização e a técnica de análise de discurso para interpretação das informações produzidas. Assim, acredita-se que a Andragogia pensa o ensino na perspectiva da aprendizagem do educando jovem e adulto, o que evidencia interesses teóricos que, embora em alguns momentos pareçam distintos, ambos defendem a realidade em que precisam se ancorar para o reconhecimento da aprendizagem como processo singular e complexo, imbricada a sua condição material de existência, que possibilita a emancipação do aprendiz, ou seja, a educação para a vida.Palavras-chave: Aprendizagem. Ensino-aprendizagem. Teorias CríticasReflections on teaching young and adult learners: dialogue among critical theories and andragogyABSTRACTLearning takes place when human beings establish dialectical processes of deconstruction, construction, and reconstruction of values and their identity, in the challenging process of producing knowledge in their life trajectory. This study aims to reflect on the critical theories of education that are implicit in the principles of Andragogy, a theory that studies the learning process of young people and adults, establishing relations with learning styles and strategies used in the perception and organization of information. It uses the (auto) biographical method for data collection, the case study for its organization and discourse analysis to interpret the information produced. Thus, it is believed that Andragogy considers teaching from the perspective of young and adult learners, which highlights theoretical interests that, although at times seem different, both defend the reality in which they need to rely on so as to recognize learning as a singular and complex process, interconnected to its material condition of existence, which allows for the emancipation of the learner, that is, education for life.Keywords: Learning. Teaching-learning. Critical TheoriesReflexiones sobre el aprendizaje personas jóvenes y adultos: diálogo entre las teorías críticas y la andragogíaRESUMENEl aprendizaje se da cuando el ser humano establece procesos dialécticos de desconstrucción, construcción y reconstrucción de valores y su identidad, en el desafiante proceso de producción de conocimiento en su trayectoria histórica de vida. Este texto tiene como objetivo reflejar las teorías críticas de la educación que están implícitas en los principios de la Andragogía, teoría que estudia el aprendizajede personas jóvenes y adultas, estableciendo relaciones con los estilos de aprendizaje y las estrategias utilizadas en la percepción y organización de las informaciones. Utiliza el método (auto) biográfico para la recolección de datos, el estudio de caso para su organización y la técnica del análisis del discurso para la interpretación de las informaciones producidas. Así, se cree que la Andragogía piensa en la enseñanza desde la perspectiva de aprendizaje del educando jovén y adulto, lo que pone de relieve intereses teóricos que aunque en ocasiones parecen diferentes, ambos defienden la realidad en la que necesitan anclarse para el reconocimiento del aprendizaje como proceso singular y complejo, imbricado a su condición material de existencia, que permite la emancipación del aprendiz, es decir, la educación para la vida. Palabras clave: Aprendizaje. Enseñanza-aprendizaje. Teorías Críticas

The Use of Objectives and Feedback in a Competency-Based Curriculum

The chapter will synthesize concepts of human performance improvement/human performance technology (HPI/HPT) in the development of curricula that are competency-based. HPT-related curriculum elements are traced backwards from impact to input using the W. K. Kellogg foundation logic model to ensure alignment with the goals of the educational program. The use of learning and performance objectives along with timely and corrective feedback will be instrumental in the design and delivery of the competency-based curriculum. The competency-based curriculum is discussed in reference to principles of andragogy and aligned to accepted learning theories. Evaluation of the curriculum or educational program is instrumental to aligning for student success and is discussed in detail.

Between Pedagogy and Andragogy

In this chapter, the authors define pedagogy after having given an insight into so-called new pedagogies, comparing them with traditional pedagogy. Then they define the different types of pedagogies by offering examples each time. And they then define andragogy after proposing a historical overview of the concept. Then the authors define the principles of andragogy. Finally, they propose a comparison between pedagogy and andragogy according to the researchers' points of view by first proposing a comparison between the child and the adult.

Transformation of Higher Education in China

Facilitated by the explosion of technologies, globalization is the catalyst for many changes in society and its workings. Higher education is no exception. In the present chapter from a teaching methods perspective, the authors consider China's higher education system and the transformations it is undergoing, largely as a response to globalization. Given that the employment capabilities of graduates are influenced by teaching methods they experienced throughout their education, and in turn, once gaining employment graduates' capabilities make some on the nation, it is appropriate and useful to adopt a teaching methods perspective on educational transformation. Thus, to further understanding of the status of teaching methods in China, the chapter reports on a study comparing Chinese adult education methods with Western educational methods. A conceptual framework of the principles of andragogy is used. The study results, consistent with other literature of adult education in China, indicate that some andragogical elements are used by Chinese educators.

Between Pedagogy and Andragogy

In this chapter, the authors define pedagogy after having given an insight into so-called new pedagogies, comparing them with traditional pedagogy. Then they define the different types of pedagogies by offering examples each time. And they then define andragogy after proposing a historical overview of the concept. Then the authors define the principles of andragogy. Finally, they propose a comparison between pedagogy and andragogy according to the researchers' points of view by first proposing a comparison between the child and the adult.