Andragogy: Theory and Practice of Adult Education Development in Ukraine

At this point, there are no systematic studies on the problems of adult education as a field of scientific and theoretical elaboration and its transformation in andragogy in Ukraine. The article aims to conduct a holistic and systematic analysis of establishing and developing andragogy as a theory and practice of adult education in Ukraine between the late 19th century - the 20th century to use the positive historical experience in modern andragogy. The article justifies the periodization of andragogy development in Ukraine (the 1850s-1917 - the emergence of theory and practice of adult learning in the context of developing adult education as a form of social and educational movement and out-of-school education; 1918-1940 - the establishment of scientific principles of adult learning in the system of illiteracy elimination and political education; the 1950s-1980s - the scientific elaboration of andragogical problems in the light of the Soviet concept of adult pedagogy; the 1990s - the early 21st century - the development of andragogy as a science, academic subject, social practice). The periodization of andragogy development in Ukraine has made it possible to identify the system-forming processes in adult education at the level of structural and organizational forms. A historiographical analysis of the problem under study shows that Ukrainian scholars pay much attention to adult education as a socio-cultural phenomenon with deep historical traditions and heritage. Despite the growing interest of scholars in this particular problem, the term “andragogy” is not commonly used in the context of their research. At the same time, almost all authors are interested in the theory and practice of adult learning.

Considerations Regarding the Quality of Military Training Programs

In order to provide well-prepared specialists in the military field, the Army ensures the training of its own human resources through initial training programs and then continuous training within the military system and environment. The quality of these training programs, which consume a lot of time and resources, must be evaluated as a process not only as a product, in an authentic and realistic way, according to certain relevant aspects: components of the curricular structure of the training program, quality of adult pedagogy, quality of experiential approaches in teaching and learning, and the difference between the initial and final level of the graduates’ competencies. There are a number of issues that can be discussed related to training programs evaluation, and they can be overcome by raising awareness and conceiving the evaluation explicitly for the quality improvement purpose.

Understanding Adult Pedagogy and Technology Use

Theories exist in number that concern how adults learn. Despite surface differences, these theories also contain common themes relevant to adult learning. They include self-direction, problem- or need-based motivation to learn, the ability to anchor past experiences to make meaning from current learning, and the skills to self-assess one’s learning experience. Given the prevalence of technology in virtually all areas of personal and professional life, a solid understanding of how to use technology effectively is essential for 21st-century adults. At the same time, these adults are often hampered by anxiety and past negative experiences related to technology use, especially in the learning process itself. How can instructors leverage the best practices of adult learning theory to create meaningful learning experiences for adult learners? In order to address this question, it is important to understand the unique characteristics of adult learners as a first step. Instructors should also self-reflect and consider how their own attitudes and experiences can shape how they use technology with adult learners. With learning theories in mind, designing meaningful learning experiences with technology for adult learners can optimize learning experiences.

The Necessity of Creativity Development in Adult Learners for Lifelong Learning

Attaining a creative achievement is not a one-shot affair; it is instead a life span trajectory. This necessity implies that creative action is a lifelong learning. The concept of creativity has been well documented in the literature. Research illustrated that creativity activities could enrich psychological states of adults, which in turn improves quality of life and well being. Therefore, it is hypothesized that, especially for adult educators, the conceptualization of creativity could serve as a useful adult pedagogy to promote lifelong learning in adults. Being equipped with creative thinking, adults could compensate for or accommodate the unavoidable age-related losses, which in turn explore their unfinished journeys with satisfaction.

Online Learning Environments and Some Pedagogical Implications

Teaching and learning in digital environments have repercussions both in terms of pedagogy and the action of its agents, where digital skills are indispensable. It was based on these factors that we delineated, developed, implemented and accompanied a curricular unit within an online undergraduate course. We had basic assumptions, at a macro level, to respond to the expectations, needs, and objectives of that training offer; at a micro level, to provide the development of the competences, in the students, foreseen for the course unit. The design of this (UC), in an online system, requires knowledge, in addition to the domain of scientific content, concerning adult pedagogy and the way people integrate, remember and interact with information. The structuring of a course unit must respond to the needs and objectives of the e-student, to identify their expectations and needs, as well as to make the contents accessible for learning. We propose to present the methodology adopted, in the different phases of the design of a specific course unit (SLP). We have assumed, for this task, the ASSURE Model that proposes, as the last EVALUATE / REVISE phase. For this phase, we counted with the collaboration of 104 e-students, of both sexes and who attended this unit course. The data obtained point to a positive evaluation of the acquired competences, as well as the transfer of knowledge, acquired to other curricular units. The aspects related to the experience of the development of the unit course are also of positive evaluation.