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In the lengthy debate which puts in opposition pedagogy and andragogy, the adult is defined according to his ability to use his gained experience. In this study, we start from the idea that the experiential learning and the pedagogy of the interrogation should be privileged as learning models for the adult age. From this perspective, we propose dif...
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Background: Despite the accumulating evidence highlighting the significant roles of an effective facilitator and appropriate pedagogies that a facilitator employs in shaping the professional learning environment, there is a paucity of research that explores how facilitators learn to facilitate.
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... Theoretically, workers achieve practical competence and demonstration when learning using video. However, the experience at PT. XYZ (for confidential purpose) showed a different result because Kahoot! as an instrument for measuring the learning, success was compiled with a pedagogical approach, instead of the andragogy (Burnard, 1989;Sălăvăstru, 2014 (Nitko and Brookhart, 2011). The preparation of questions and answer choices using the pedagogical approach is more suitable for students in the game of Kahoot!. ...
The Kahoot! game application is used to determine differences in the level of understanding of mining workers, between before and after watching the safety video on the topic of "fatigue". Data shows cognitive improvement between before and after the Occupational Health and Safety (OHS) video was shown. However, the results of increased knowledge of this video material are not accompanied by keeping safety commitments at work. Therefore this research is important to do with the aim of finding indicators of collecting material in the Kahoot! game which can increase workers’ awareness and commitment to safety at work. This research method uses a quasi-experimental method on 60 people who are not mining workers that is analysed using t-test and ANOVA test. The results showed that Kahoot! creative gamefication must fulfill the criteria of preparing questions and answer choices that are capable of: 1) stimulating players to apply their knowledge in the real world; 2) relating aspects of memory, perception, and action; 3) having dramatic, antagonistic, witty, and affective qualities. Implications of this study, the creative gamefication of Kahoot! as an instrument of learning assessment should put more emphasis on the content of OHS guidelines, and further can be applied to the workers that will translate them into practicing safety at work consistently.
... Experiential learning, originally discussed by John Dewey, recognises the need to learn within 'real world' situations [9], [8], [19]. The education lecturer recognised that an amazing learning experience was created by the project, because several of the theories and strategies previously or currently taught could be put into a real-life context. ...
... Experiential model is a model that can enhance creativity and build innovation through the experience of individuals. The previous contents are establishing connections between the new contents and their already acquired, contextualize or decontextualize what they learned [19]. On the other hand, the modifications already consolidated habits, and the dislodgement of some beliefs which are rigid and block the process of acquiring new knowledge. ...
... Experiential learning may perhaps be defined as assembling knowledge and meaning through real life-experiences. Educational theorist David Kolb recognizes four stages in experiential learning: concrete experience (referring to the encounter of a new experience, or the reassessment of a past experience), reflective observation (of said new experience), abstract conceptualization (where new ideas emerge or preexisting ones are modified), and finally active experimentation of these experiences (to observe results) [15]. In medical education, the optimal method of learning is by doing, and through comparing and contrasting old and new experiences, future physicians are able to maximize their potential for beneficial learning [16]. ...
... Namely, experiential learning allows students to experience, reflect, think, and act as part of a holistic educational experience 2 . Because the experiential learning model is based on a frame of the successive cycles between concrete and abstract concepts, a transfer from a theoretical lecture to the experiential activity or vice versa is claimed to be the sequential cycle for learning 1,3 . The students will be given the opportunity to use connected devices to collect data and learn about their school "environment". ...
... Andragogy is one of the models of teaching adults. Other models are experiential learning, transformative learning, critical reflection, learning by solving problems [38]. ...
The study of adult learning—andragogy—has emerged as a learning framework due to its increasing popularity in the past four decades. Research on andragogy has been mostly exploratory till recently, when Lynda Swanson Wilson designed and tested the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) to measure six andragogy principles and eight andragogy processes (a 77-item instrument). The present study attempts to find the applicability of andragogy by testing its principles using the self-developed Perception, Experiences, and Learning Satisfaction of Knowles' Andragogical Theory Questionnaire (PELSKATQ) on 91 graduate students from multiple disciplines (Business, Education, Public Health, and Religion) and two programs (Masters and PhD). The findings of this study showed that gender, marital status, program of study, age, field of study, work experience, coursework completion do not influence learning satisfaction of adult learners. We recommend further studies integrating other factors related to adult learning such as teaching and learning strategies, types of classroom interactions, and types of course assignments.
... Andragogy is one of the models of teaching adults. Other models are experiential learning, transformative learning, critical reflection, learning by solving problems [38]. ...
The study of adult learning—andragogy—has emerged as a learning framework due to its increasing popularity in the past four decades. Research on andragogy has been mostly exploratory till recently, when Lynda Swanson Wilson designed and tested the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) to measure six andragogy principles and eight andragogy processes. This present study attempts to find the applicability of andragogy by testing its principles and processes using ALPDEQ on 100 graduate students from multiple disciplines. Student factors, andragogy principles, and andragogy processes are used as predictors of learning satisfaction of graduate students. The findings of this study will advance the knowledge of the theory of andragogy through a much-wanted quantitative study and will contribute to the field of adult education.
Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinder-ers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty-seven studies were included in this review. Findings revealed that members of OCOPs are independent , experience-centred, problem-centred, self-motivated, goal-oriented, and lifelong learners with the purpose to achieve professional outcomes. 1664 | ABEDINI et al.
Communities, particularly the millennials, are the main actors in development, thus empowerment-based education is needed. Similar condition also applies for community groups whose survival depends on education. In order for the community to carry out its existential role, the young generation must continue to ingrain the community’s cultural values, knowledge, and skills. This study was aimed at describing the implementation of millennial empowerment based on Osing tribe culture in Sapu Jagad Sanggar, Kemiren Village, Banyuwangi. The research used participant observation method, in-depth interviews and documentation of cultural activist millennials, village elders and leaders in Sapu Jagad studio. The results of this study show that millennial generation greatly values the traditional art of the Osing tribe and wish to continue the preservation of their culture. This motivation is not only fostered by nationalism spirit, but also the philosophical values contained in every movement, dance, song, and ceremony that reflects the values of life. © 2020, Hampstead Psychological Associates. All rights reserved.
Does andragogy successfully satisfy non-traditional learning needs and demands of a contemporary knowledge and performance-oriented economy? In her chapter on designing caring and inclusive online classrooms for non-traditional learners, the author explores the adult learning theory of andragogy supplementing it with an autoethnographic case study listing andragogical teaching strategies and then questions the need and validity of andragogy as the comprehensive holistic adult learning theory and model to design, develop, and implement online learning environments based on the three focal elements of caring, diversity, and cultural inclusivity for non-traditional learners. The author argues for the contemporary learning theory of heutagogy as the mantra of the knowledge and performance-oriented society.
