Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy (original) (raw)
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An Examination of Adult Learning
When teaching and designing coursework for adults, it becomes inextricably clear early in the process that adult learning is paradigmically different in many different aspect than teaching for children, teenaged students, or even young adults. The adult learning populace operates from a holistic worldview that must be considered when teaching and certainly when designing coursework. Teaching adults and teenagers for instance, have many similarities. Often, difficult concepts have to be taught in multiple learning methods for adults much like for teenagers as an example (Reigeluth, 1999, pp. 2-3).
Beyond Andragogy: New Directions in Adult Learning Theory
2009
While andragogy is here to stay, we have moved beyond centering it at the heart of adult learning theory. Five other ways to understand adult learning will be presented in this symposium: transformative learning, spirituality and adult learning, embodied knowing, the neuroscience of adult learning and narrative learning. Adult learning is at the heart of all adult education practice. From literacy to continuing professional education, from the workplace to an art museum, from a college course to a yoga class, enabling the learning of adults is what holds an otherwise very diverse field together. For decades, Malcolm Knowles’s andragogy was how our field differentiated itself from childhood education and indeed, for many practitioners was the “window” into understanding adults as learners. Andragogy became a template for designing instruction for adult learners. It is still many newcomers first introduction to our field. While andragogy is here to stay, the purpose of this symposium ...
The training offered by the Fiscal Management Division constitutes a significant cost for the Texas Comptroller of Public Accounts. According to Malcolm Knowles’s andragogical model of adult learning, adult learners should be taught differently than child learners. The purpose of this research is three-fold. First, the components of an andragogical class are developed and explained. Second, regularly scheduled Fiscal Management training classes are assessed using the components. Third, recommendations on ways to improve the training classes are offered. Data collected from a focus group of Fiscal Management trainers and a Web-based survey of students are used. The trainers were asked about their classes in general terms. Their opinions are compared to the components of an andragogical class. Students were asked about each particular class they attended. Survey results are compared to pre-established benchmarks in order to generalize whether students believe that Fiscal Management training classes parallel each component. The data reveals that the Fiscal Management training classes do not align with the andragogical model. Even so, at least one of the two groups expressed opinions that align with the model on five of the six components. By following the recommendations presented, trainers can bring their classes closer to the model.
The Adult Learner in Higher Education A Critical Review of Theories and Applications
Accessibility and Diversity in the 21st Century University, 2020
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.
International Journal of African and Asian Studies, 2015
This paper is aimed at highlighting the differences between pedagogy and andragogy as methods of teaching and justifying why andragogy is most suitable in teaching adults. Although pedagogy and andragogy has become popular both within and outside adult education circles, this paper has brought about different opinions of scholars on the topic of discourse and made a position to justify the suitability of andragogy in teaching adults and pedagogy for youth and children. The arguments were based on the characteristic differences that exist between children, youth and adults in their approaches to learning and readiness.
Adults participating in learning
1985
This thesis explores the theme of adults participating in learning with reference to social groups who are largely absent from adult education. This is done by refining four propositions through a literature review and some case studies. The first proposition is based on the idea that participation should be under stood within the context of a person or group's general pattern of social participation.while the second relates the development of learning to an individual or group's belief that control over significant events is possible. The third proposition focuses on the content of learning and that this should consist of reflection and action on social constraints to personal well being. The final proposition examines the suggestion that learn ing is enriched when participants control what is done. These ideas have been neglected in the literature although there is evidence that participation in learning is best analysed as an element within social class relationships. The case studies involve in-depth interviews with working class participants in four projects. These interviews indicate that learning should be understood in highly personal as well as institutional and relational terms. It is suggested that a theory of participation in learning needs to incorporate personal and socio-psychological perspectives as well as sociological. Equally it is not easy to develop an alternative approach to sustained learning from thinking about, and acting on, social constraints alone. Participant control is difficult to establish since people need confidence and personal legitimacy as well as skills and knowledge before learning can become more 'dialogical'. Nonetheless it is concluded that the forms of participation which maximise the potential for learning should be democratic in nature. The thesis ends by discussing some practical implications. These include approaches to social organisation and curriculum development. Difficult questions are raised about values under lying the organisation of adult learning which cannot be avoided in research.
An evaluation of the teaching strategies of an adult educator
2007
This research is a case study. The study investigates the teaching strategies currently utilized in the adult education classroom; ascertains the reasons for the use of such strategies and recommends teaching strategies that could be used in order to improve instruction. The research was conducted at an adult learning centre. In pursuit of his objectives, the researcher aimed to answer the following key questions: • What teaching strategies are currently being utilized in the classroom? • How effective are these teaching strategies in meeting the learning needs of the adult learners? • How do these teaching strategies relate to existing literature? Data was collected primarily by engaging in the observation of actual teaching in the classroom. Structured interviews were conducted with the educator and learners concerned in order to confirm the classroom observation findings. Although the findings from this study are problematic to generalize, the findings will give us a better understanding of teaching strategies. This understanding could be useful to: • Educators of adult learners with a view to improving their practice. • Researchers in the field of education. • Textbook writers and curriculum development specialists. • National and regional policymakers. • Anyone who has an interest in education. This study is guided by the theory of andragogy as expounded by Knowles. This theory is relevant because it informed the study as to how best teaching and learning of adults can be undertaken. Findings from this study reveal that the teaching strategy most frequently used are the mass instruction strategies. The lecture method is most frequently used. This method is made interactive with the incorporation of discussions, recitations and the use of questioning. Individual instruction and group instruction strategies are used to a limited extent. TABLE OF CONTENTS CHAPTER ONE INTRODUCTION PAGE 1.1 Introduction to the study 1 1.2 Motivation for the study 1.3 Purpose of the study 1.4 Research audience 1.5 Limitations of the research 1.6 Research design 1.7 Background and context CHAPTER TWO 2.1 LITERATURE REVIEW Definition of terms Past research findings Choosing teaching strategies Teaching strategies of the future The learning needs of the learners Adults' motives for learning Relationship of instructional strategies to learning techniques Learning strategies and cognitive development Evaluation of teaching strategies The theory of Andragogy Teaching methods Mass instruction The lecture method Socratic method Demonstration Forum Individualized instruction Projects Assignments Learning contracts Self-directed learning Group instruction Brainstorming Group discussion Cooperative learning groups Role playing Case study Fish bowl Conclusion 12 14 17 18 40 41 41 43 46 Measures adapted to ensure validity and reliability Ethical issues Conclusion FINDINGS Introduction Educator characteristics Leaner characteristics Arrangement of the classroom Teaching resources Lesson observations Teaching methods Commentary Learner's learning needs Relationship of teaching strategies to literature Conclusion ANALYSIS OF FINDINGS Introduction Analysis of teaching strategies Analysis of themes Relationship of findings to Knowles Theory of Andragogy Conclusion 61 67 100 106 109 CHAPTER SIX 6.1 6.2 CONCLUSION AND RECOMMENDATIONS Conclusion 110 Recommendations 111 REFERENCES 114
Teaching Adults: Is It Different? Myths and Realities
2002
One way to approach the question of whether teaching adults is different is by examining the types of learning in which adults engage. Adult learning has been classified as subject oriented, consumer oriented, and emancipatory. Only emancipatory education has been described as unique to adulthood, but even that claim has been challenged. As a result of the research and theory building of Mezirow, emancipatory ad,lt learning has become more commonly known as transformative learning. Fostering transformative learning demands a different approach by the educator. Although learners must decide on their own to engage in it, educators who wish to promote transformative learning have the responsibility to set the stage and provide opportunities For critical reflection. Examining what adult learners expect from teaching provides another perspective on whether teaching adults is different. Donaldson, Flannery, and Ross-Gordon have combined and reanalyzed research that examined adult college students' expectations oi effective teaching and compared them with those of traditional students. The adult learners demonstrate preferences for characteristics associated with both student-centered and Leacher-directed learning. Four teacher characteristics mentioned by adults that were not among the top items for undergradu-ites were as follows: creates a comfortable learning atmosphere, uses a variety of techniques, adapts to diverse xeeds, and is dedicated to teaching. (Contains 13 references.) (YLB) Reproductions supplied by EDRS are the best that can be made from the original document.
Asian Journal of Education and Social Studies
This paper argues that an andragogical approach to teaching and learning in higher education in Nigeria has become necessary if the goals prescribed by the National Policy on Education as regards tertiary education are to be achieved. Going by the current practice in some tertiary education institutions, students are seen as passive learners and teachers as “masters” of all knowledge. This posture naturally promotes 'banking learning' which views learners as banks within whom knowledge is deposited to be withdrawn at a later date. Since an approach such as this is inimical to the achievement of the goals of tertiary education in Nigeria, the paper advocates for the adoption of adult learning principles by teachers of higher institution of learning. Adult learning principle which is based on andragogy theory propounded by Malcolm Knowles sees learners as autonomous and self-directed; experienced; goal-oriented; relevancy-oriented; practical-oriented individuals. The paper end...