The Application of Andragogy for the Advanced Diploma Program in Education at Saudi Arabia's Taif University

This study's aim was to explore advanced diploma program students' perceptions about the application and importance of andragogy. The study also investigated if there is a difference, by gender, among the learners' point of view about the application and importance of andragogy to the learning environment. A self-administered questionnaire was utilized. The study population included all learners (n = 1,235) who were studying with Taif University's advanced diploma program in education. The study findings revealed that the importance of the five andragogical assumptions (motivation, experience, need to know, readiness to learn, and self-directedness) for the learners. There were statistically significant differences (α = 0.05), due to gender, among the students' perceptions about the learners' need to know; these differences were seen for both the application and importance of the andragogical principles; the variations favored females. Therefore, teachers should employ learning strategies that encourage self-directed learning among students.

Use Andragogy and Technology to Facilitate a Greater Sense of Connectedness for Online Students

The use of andragogy and technology helps non-traditional adult students create a greater sense of connectedness within online courses and programs. When students feel a greater sense of connectedness, they tend to have higher academic efficacy and are more likely to complete their degree programs. Technology is continuously evolving. When we embrace technology's evolution and anchor its use to andragogical principles, we create courses and learning experiences that foster a more profound sense of connectedness for our online learners. Hanshaw, Helm-Stevens, and Lopez found that utilizing technology and a student-centered approach increased a student's sense of connectedness and intrinsic motivation to learn. The use of technology in the online classroom has to evolve to match our non-traditional learners' expectations. This chapter will explore the use of technology and the application of andragogical principles to create a learning environment where non-traditional adult learners thrive.

Andragogical principles in teaching professional foreign languages: challenges and perspectives

The research shares the experience of the Vladimir branch of Financial University under the Government of the Russian Federation in applying the andragogical principles in distance learning and teaching a professional foreign language for part-time and night school students. The research is aimed at considering the specific social and psychological features with a different nature of goal-setting, learning process and its outcomes in the adult student environment which are likely to cause the barriers, as well as the ways to reduce them during the pandemic of COVID-19 and an overall switch to distance learning. The subject matter is focused on the specific obstacles which prevent adult students from successful building of language skills. The research methods include monitoring, interviewing and content analysis. The outcomes showed that the andragogical principles of the adult students, including a student-oriented motivation, focus on personal individualization, mutual interactive activity with the teacher, immediate implementation of learning outcomes, might be available to eliminate the barriers and shift the focus to practical ways of learning and teaching a professional foreign language. The outcomes of the research have practical use in arranging online learning of part-time and night school students in the Vladimir branch of Financial University. The experience is recommended to be considered for the adult target audience to enhance their motivation for building professional foreign language skills.

Foundations of Adult Education, Learning Characteristics, and Instructional Strategies

The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.

Pedagogical Conditions for the Use of Andragogical Principles in the Professional Training of Teachers of Economic Disciplines

The article presents a structural and comparative analysis of the components of pedagogical and andragogical models of learning. The differences and parameters of using different models depending on educational needs are determined. The essence of the andragogical model is revealed, which takes into account the psychological characteristics of the student, gives more freedom for creative development, generates experience as a source of knowledge, skills and abilities, and uses the level of self-awareness as a lever in shaping future teachers of economics. The basic andragogical principles on the basis of which the organization of training of an adult category of the population takes place are allocated. It is revealed that the training of future specialists, which is based on andragogical principles of education, involves the transformation of students' learning activities into professional with a gradual change of cognitive needs and motives, goals, actions and means, subject and becomes professional; creation of certain pedagogical conditions for the possibility of determining the student's own goals and ways to achieve them, the transfer of his activities from study to work. The activity of the future specialist is considered as a personally significant process of formation of professional competence. The pedagogical conditions which will allow realizing and fully function the above-stated principles and will promote creation of comfortable conditions for development and optimization of educational process are characterized. The directions of integration of andragogical principles into professional training of future teachers of economic disciplines are presented.

Hubungan Penerapan Prinsip-prinsip Andragogi dengan Hasil Belajar Peserta Pelatihan Menjahit Pakaian

This study aims to reveal an overview of the application of andragogical principles in training, the learning outcomes of the training participants to sew clothes, and reveal the relationship between the application of andragogical principles and the learning outcomes of the training participants to sew clothes based on the initial observations that the author has made, located at Balai Work Training (BLK) in Padang. The results of the observations show that the high learning outcomes of the training participants are thought to be caused by the application of andragogical principles to the sewing training. This type of research is a correlational study that uses a quantitative approach. The population in this study was the training participants in sewing clothes for the January-March period this year. The sampling technique is saturated sampling and the sample is the whole population. The data collection technique used was a questionnaire and the tools used were questionnaires. The data analysis technique used the percentage formula and the Spearman Rho formula. The results of this study indicate that: 1) the application of andragogical principles in sewing good clothes; 2) the learning outcomes of the training participants to sew clothes are classified as good; 3) there is a significant relationship between the application of andragogical principles and learning outcomes in sewing training at the Vocational Training Center (BLK) in Padang. The suggestion of this research is that it is hoped that the instructor can deepen knowledge in teaching adults so that the results obtained are more optimal. Although in practice it has been implemented well. Keywords: Andragogy Principles, Learning Outcomes

Factors Affecting the Use of Andragogical Principles in Adult Education Programs in Lagos State, Nigeria

The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators, spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. There are several adult education programs in the Lagos State of Nigeria. This study examined the level of awareness of, and factors that affect the use of andragogical principles in these programs; facilitators and learners’ perception of their roles in teaching/learning, as well as method used. Some 361 participants from six different Adult Education programs and 132 facilitators were used for the study. Interviews and Sit-in-observations, together with the questionnaire, were used to gather data. Chi-squared statistical analysis revealed that facilitators were mostly aware of, but did not make use of andragogical principles in helping adults to learn due to several factors. Suggestions made for improvement include that appropriate training for adult educators be encouraged, as well as expanded use of technology to facilitate adult learning towards national development.