Questions related to Andragogy
I am doing research on motivation and other aspects of learning experiences in an online introductory statistics course. I would like to include a measure of the students' perceptions of their andragogy/pedagogy needs and motivations. I was wondering if you have conducted any research recently on adapting/revising the Andragological Practice Inventory (API) that hasn't been published yet.
Students that complete HE learning as DL students often have a multitude of learning support to encourage the social interaction for students and tutors - but what is the benefits and pitfalls of provide too much or too little?
I am a tutor of students studying totally DL learning and levels 4, 5, 6 and 7. I would consider these andragogy learners as the age and pre-learning places them more in this frame that a pedagogy learner. Student age range from 20-50, this has its own challenges and one that creating the environment of a virtual social environment is both complex and varied - but what is the best approach and what research is available to study this subject line?
Be it resilience, communications, leadership, diversity & inclusion, etc., many of us have been provided soft skills training. Some of which we used and some of which we did not. If you are over 18 years old, have had any type of soft skills training and would be willing to share a few minutes with me to answer a few questions concerning why you used or did not use the soft skills learned, please use the link below to contact me. For anonymity please do not volunteer in the comments area of this post.
Thank You, Ricky
There are probably several options in educating software engineers. As far as I know, certain understanding is developing in that applied mathematics or engineering are not the only acceptable backgrounds for software developers. But how can practical education be differentiated in terms of students' backgronds and related knowledge communities? Are there relevant educational frameworks that can be applied?
A lot of attention (research) is nowadays paid to the child-oriented DRR approaches, but adults will need to act now and the level of their preparedness is rather low. How we can enhance it? How we can educate them and motivate them to learn about DRR? ... in Europe conditions.
Looking forward to creating a set of resources for everyone to easily access and learn from.
While I have been trained to teach online and in hybrid environments, many teachers and faculty are being suddenly through into a new realm with the onset of quarantine measures regarding the coronavirus.
What are your tips for best practices, insights, tips on teaching online? For instance, do you like using synchronous means of interaction via Zoom room perhaps, or asynchronous methods? How do you manage group work? Do you use PowerPoints with voice over? and how do you manage creating an inclusive online environment for those with disabilities or varied cognitive learning styles?
I have read that heutagogy is a theory about learning. I see it more as a methodological approach, or a discipline (if we are to make a parallel with pedagogy and andragogy). Could someone kindly explain what makes Heutagogy a learning theory (if it is)? If it is not a theory, what theories of learning could Heutagogy fit with? Thank you in advance.
I am working on collecting, analyzing and synthesizing the literature on self-directed learning (SDL).
I'd like to know if you have any research based references that will contribute to literature review.. Any contrbution is welcomed, thanks in advance!
A heutagogical approach recognizes the need to be flexible in the learning, where the teacher provides resources but the learner designs the actual course he or she might take by negotiating the learning. Thus, learners might read around critical issues or questions and determine what is of interest and relevance to them and then negotiate further reading and assessment tasks. The latter assessment becomes more of a learning experience rather than a means to measure attainment.
Heutagogy, a branch of Andragogy. Hase and Kenyon (2000) first proposed heutagogy as they believe that adult learning is learner led as opposed to teacher led.
Adults require a different approach to learning than children or teenagers. But how are faculty accommodating for such difference in their andragogy?
Adult group learning in the context of no instructor, but through an academic environment?
I am researching education and training regarding middle-skilled workers and what it takes for them to survive in the work place in the 21st Century.
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Pedagogy is the art and science of educating children and a pedagogical approach is one that is teacher-centric. Andragogy is concerned with adult learners, their life situations (Merriam et al, 2007) and how adults learn; it was described by the eminent adult learning theorist, Malcolm Knowles (1980), who adopted its European interpretation, as the art and science of helping adults to learn. Surprisingly, in higher education, educators are not required to have a grounding in andragogical theories in order to “teach” adults, while it is required for teaching children up to the high school level (Mintner, 2011). Do you bring a theory-based knowledge of how to teach adults to your classrooms?
Merriam, S. B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: John Wiley & Sons.
Minter, R. L. (2011). The learning theory jungle. Journal of College Teaching and Learning, 8(6), 7-15. Retrieved from http://search.proquest.com/docview/874488117?accountid=27965
Taylor, B. & Kroth. M. (2009). Andragogy’s transition into the future: Meta-Analysis of andragogy and its search for a measurable instrument. Journal of Adult Education, 38(1). Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ891073
From childhood we listened to sayings, tales and stories with a moral or without.
Scientists believe that a grown man through own narratives combines different life experiences. He/She can organize them in time and give them individual meaning. Scientists (cultural anthropologists, sociologists, psychologists,pedagogues, andragogues) speak about the creation of own identities through narratives.
Furthermore, reminiscences have cognitive values and strengthening ties potential too.
Why individual narratives and reminiscences are important in life of adults?
What we are able to see through narratives and reminiscences ?
Please share your perspectives.