Relevant bibliographies by topics / Andragogy and adult learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Andragogy and adult learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Andragogy and adult learning"

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Abeni, El-Amin. "Andragogy: A Theory in Practice in Higher Education." Journal of Research in Higher Education 4, no. 2 (December 19, 2020): 54–69. http://dx.doi.org/10.24193/jrhe.2020.2.4.

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Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style are considered.
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Setyawan, Cahya Edi. "Pendekatan Andragogi dalam Pembelajaran Bahasa Arab." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 2 (December 22, 2017): 317–34. http://dx.doi.org/10.14421/almahara.2017.032-07.

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The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adult-like adults. In learning Arabic there is a problem when adults begin to study the material that should be the same as madrasah tsanawiyah or aliyah. Teachers should treat like adults in the learning process, therefore adults as students should be treated appropriately. Teachers are no longer the main actors or as learning centers but teachers are only facilitators and students become learning centers. The learning process focuses on providing assistance to the participants to understand what is the focus of attention and problems. Arabic learning using Andragogi approach focuses on aspects of student self-concept in learning objectives, previous learning experiences about Arabic, readiness to learn new Arabic material with new environmental conditions, and orientation or ideals towards learning Arabic. Arabic learning model using Andragogi approach include the method of humanistic, constructiveness, and problem solving.
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White, Jason. "Andragogy in Action: Drama Techniques for Adult Learning." JALT PIE SIG: Mask and Gavel 6, no. 1 (May 2018): 53–68. http://dx.doi.org/10.37546/jaltsig.pie6.1-4.

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Along with a discussion of andragogy, which is the concept that adults learn differently than younger learners, and therefore require different teaching methods, this paper also explores a specific set of exercises, called drama techniques, to increase the effectiveness of adult foreign language teaching and learning that can be employed within the framework of andragogy. Each of Knowles’s assumptions (see Knowles, 1984; Merriam, Caffarella, & Baumgartner, 2007), which form the basis for the andragogy concept, will be analyzed in conjunction with specific drama techniques. Through this exposition it will be shown that drama techniques are effective tools for implementing the andragogical approach to adult foreign language teaching.
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Bagaskara, Roy. "REORIENTATION OF ANDRAGOGY THEORY IN THE LEARNING PROCESS." JURNAL PENDIDIKAN ROKANIA 4, no. 3 (November 2, 2019): 315. http://dx.doi.org/10.37728/jpr.v4i3.241.

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The purpose of writing this article is to reintroduce the concept of adult learning (andragogy). Because basically learning adults with children is different. It is said by adults, when physically, biologically, and psychologically mature. The method of writing this article uses the literature study method. Knowles explained that andragogy is an art of teaching for adults. According to Knowles there are four main assumptions that distinguish between andragogy and pedagogy, namely: self-concept, experience, readiness for learning, and orientation towards learning activities. The application into the learning process is to create a pleasant learning atmosphere, pleasant physical environment. Identification of the needs of learning citizens is identified together between learning citizens and tutors so that it can be known the real situation. Fourth, learning experiences are arranged together between learning citizens and tutors so that they will feel ownership of the material to be delivered. Keywords: Reorientation, Learning, Andragogy
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McClain, Adam. "Lights, Camera, Andragogy! Adult Learning and Development in Film." Adult Learning 30, no. 4 (February 14, 2019): 150–59. http://dx.doi.org/10.1177/1045159519829039.

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This article will examine specific films that portray events or phenomena of adult learning and development, and how adult learning and development can be explored by studying the lives of the fictional characters in film. It will demonstrate how the use of contemporary film by adult educators and adult learners can enhance insights about people, about life’s dilemmas, and about the growth and development in adulthood. To teach adults successfully, methods and techniques must be adapted to their skills and environments. Despite genre or popularity, film has the opportunity to tell a story and/or be a real-life recording. Film provides another strategy of telling stories to help adult educators and adult learners have further reflection, insights, emotional reactions, and enhance various life experiences and stages of development. Learners can use film to better understand narratives outside of their own and develop alternative interpretations, and film can also be used to observe social phenomena in a noninvasive way. The films discussed in the article were chosen by the author to draw the attention to examples of various aspects of adult learning and development.
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Tymchuk, Liudmyla, Nadiia Grytsyk, Vasyl Yahupov, Yaroslav Syvokhop, Tetiana Hrinchenko, and Valentyna Svystun. "Andragogy: Theory and Practice of Adult Education Development in Ukraine." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 185–205. http://dx.doi.org/10.18662/rrem/13.2/417.

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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.
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Manangsa, Via Armu, Paidi Gusmuliana, and Eka Apriani. "Teaching English by Using Andragogy Approach for EFL Students." Journal of English Education and Teaching 4, no. 3 (September 2, 2020): 386–400. http://dx.doi.org/10.33369/jeet.4.3.386-400.

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This study aims to find out whether the English lecturer study program, in other words, has applied andragogy as teaching to people who have been considered adults. The lecturer uses andragogy as a good guide in conveying a knowledge that is focused on student experience, student needs and related to student personalization. Andragogy is instruction for adults to be more focused on the process and to reduce less on the content taught in learning. This article adopts the instruments of the victor cx wang article published in 2015. These findings indicate that lecturers are more directed towards students who become students-centered which are characterized by group discussions, lecturers only direct through lectures and encourage students to dialogue. This teaching method is in line with teaching andragogy which directs adult students to be independent in learning.
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Merriam, Sharan B. "Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 3. http://dx.doi.org/10.1002/ace.3.

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Lewis, Nicole, and Venise Bryan. "Andragogy and teaching techniques to enhance adult learners’ experience." Journal of Nursing Education and Practice 11, no. 11 (July 15, 2021): 31. http://dx.doi.org/10.5430/jnep.v11n11p31.

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Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.
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Keefe, Dennis. "Andragogy in the Appalachians." International Journal of Adult Vocational Education and Technology 6, no. 3 (July 2015): 16–30. http://dx.doi.org/10.4018/ijavet.2015070102.

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In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education for older learners, myriad schools and programs dot the educational landscape, but one particularly unorthodox institution of adult education, the Highlander Folk School, led by activist educator Myles Horton, stands out for its teaching roles in the Union Labor Movement of the 1930s and 1940s, and the Civil Rights Movement of the 1950s and 1960s. This paper looks at Myles Horton of the Highlander Folk School, his background, education and preparation for establishing his lifelong dream of using alternative education among the “common uncommon people” for learning how to solve social and economic justice problems, and this paper then focuses on the extent to which the philosophy and teaching actions of Horton correspond to the Six Assumption Framework of andragogy as delineated by Malcolm Knowles.
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Dissertations / Theses on the topic "Andragogy and adult learning"

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Espinoza, Larry David. "Advising Learning Method of Andragogy (ALMA): Or university soul." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280508.

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The purpose of this study was to investigate the hypothesis, can academic advising, based on the adult learning characteristics of andragogy, be an effective advising approach in assisting undergraduate students in their developmental learning, decision making strategies, and transition and adaptation into a university. This study examined two groups, each with ten graduating seniors, who were advised in the advising center of a large public institution of higher education in the Southwest. One student group was advised in the university's conventional advising manner; the second group was advised using the Advising Learning Method of Andragogy or ALMA. The methodology used to examine the hypothesis was done in the following manner: The quantitative stage, consisting of the ALMA Likert student survey and ALMA and Non-ALMA student group grade point average chart. These findings demonstrated an initial grade point average difference between the ALMA and Non-ALMA groups favoring the Non-ALMA group. While both groups improved their mean grade point average, the ALMA group's grade point average improved at a consistent pace as these students transitioned into the university, with both groups' mean grade point average reaching near convergence after five years. The qualitative stage, the survey and interview findings revealed that the ALMA and Non-ALMA groups were similar in their views that the university's large size, bureaucratic complexity, and limited advising resources had adverse effects on their success and sense of participation within the university community. The ALMA and Non-ALMA groups differed in several respects. The Non-ALMA group frequently mentioned the importance of outside support of family, friends, high school advisors, the use and retrieval of prior learned skills, and peer competition, while the ALMA group did not. The ALMA group frequently mentioned the importance of university OAS advising, technology, and study skills acquired at the university, while the Non-ALMA group did not. ALMA advising is not merely a change in the perspective method undergraduates use to access advising. ALMA represents a shift in the paradigm and approach taken in advising, which focuses on facilitating the development of the student's problem-solving skills and decision-making strategies.
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Wilson, Clive Antonio. "A comparative study of the historical development of andragogy and the formation of its scientific foundation in Germany and the United States of America, 1833-1999 /." Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3122575.

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Rohrer, Jonathan. "The specific application and evaluation of andragogy in seminary." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Wällstedt, Liliana. "Adults´ Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32950.

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Adults are constituting an ever increasing, often integral part, of todays’ learners, from elementary level to higher education. Their life situations are different from the traditional learners’ in many ways. The aim of this literature study was to identify, describe and categorise factors related to learning and teaching that supports or impede learning and that may be important for teachers of adults to know. The study resulted in four main themes into which found categories were subordinated. These themes were social learning environment, the supporting and motivating role of the teacher, teaching mode and method and motivation.
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Cooke, James C. (James Clinton). "Malcolm Shepherd Knowles, the Father of American Andragogy : A Biographical Study." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278013/.

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This is a qualitative, single-subject, historical, and biographical study. Malcolm Shepherd Knowles is the subject of this research. The problem of the study is to explore the uniqueness of Malcolm S. Knowles in light of his contributions to adult education and to the andragogical model of adult learning.
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Lubin, Melissa Maybury. "Coaching the Adult Learner: A Framework for Engaging the Principles and Processes of Andragogy for Best Practices in Coaching." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22017.

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Coaching is an actionable way for adults to learn. For purposes of this study, learning was conceptualized  by UNESCO\'s five pillars of learning to know, do, live together, be, and learning to transform oneself and society. The practice of coaching was defined as a social enterprise where, through a process of inquiry and reflection, coaches help coachees achieve their personal and professional goals through learning, self-awareness and behavior change.
As an application of learning for adults, coaching may be considered a reflection of andragogy "the art and science of helping adults learn" a la Knowles. The following questions guided the inquiry:
1.    To what extent is there a relationship between andragogy in practice and coaching in practice as demonstrated by coaches?
2.    Specifically, which principles and processes of andragogy are reflected in the practice of coaching?
3.    What are the best practices of coaches who use andragogy in their practice?

Using a mixed method, sequential explanatory strategy, business and life coaches were surveyed, with follow-up interviews to high scorers, to see which principles and processes of andragogy informed their coaching practices. An instrument, originally developed by Henschke (1989) for teachers, was modified for use with coaches, and measured the extent to which coaches used the philosophy of andragogy in their practices. Knowles\' six principles and eight processes of andragogy formed the operational framework. Findings indicated that 98% of the coaches reported using andragogy on an average or above basis, with 48% of the group at above average or high above average levels. Andragogical elements of empathy, trust and accommodating coachee uniqueness were revealed at above average or high above average levels. Of those interviewed, 100% of the coaches reported using the principles and processes of andragogy in their practices. Based on their stories, best practices (88) for engaging andragogy in the practice of coaching were developed. The overarching themes from the study were: Andragogy is a way of being in coaching; the processes of andragogy go beyond the context of coaching; and an emergence of a conceptual framework that embraced the pillars of learning, andragogy and the practice of coaching.  

Ph. D.
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Mather, Aksana P. "Best Teaching Practices for Engaging Adult Students' Foreign Language Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7407.

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Government initiatives for strengthening the safety of the United States led to increased requirements for military linguists' knowledge of foreign languages. This study explored the development of professional training for instructors at a military language school to address the gap in teaching services. The purpose of this single case study was to explore best teaching practices for engaging adult students' foreign language learning following andragogical principles. Knowles's theory of andragogy provided the conceptual framework. Data were collected using anonymous responses to an online survey from 26 instructors who answered 3 open-ended questions. Data were analyzed by coding answers to the research question and indicated that approximately one third of participants preferred language-centered practices for engaging their students' foreign language learning. Another third of the respondents noted learner-centered approaches, and the remainder listed both language- and learner-centered approaches among best teaching practices. The proposed curriculum might facilitate discussion about the benefits of each approach to promote teaching and learning at the site. Participating in suggested training that is grounded in the theory of andragogy and local data may bring about positive change by advancing instructors' expertise, improving educational services, and resulting in increased students' proficiency.
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Hitchcock, Melanie J. "Adult learning and naval leadership training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHitchcock.pdf.

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Bashshar, Clarence Eugene. "Virtual Learning Environments' Impact on Adult Learners' Motivation in the Workplace." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3384.

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Virtual learning environments have become prevalent in the workplace to improve talent development. However, because there are so many different types of design options, not all learners are finding success in the virtual learning environment. This mismatch can negatively impact employees' motivation and learning outcomes. The purpose of this study was to explore how design features of a virtual learning environment impacted adult learners' motivation in the workplace. Constructivist and self-determination theories were used as theoretical frameworks. The research question in this study explored how social and external contextual factors influence an adult learner's motivation to learn in a virtual learning environment. A qualitative case study was used to explore the data collected from 8 federal employees who used a virtual learning environment for professional development. Data were collected from interviews, surveys, and direct observations and analyzed using inductive coding to determined patterns and themes for study. The results from the study indicated the participants viewed visual learning, learner control, ease of use, technical competence, instructor support, and technical support as critical factors that must be addressed when using a virtual learning environment to improve talent development. The findings from the study can provide insights that could be used by training developers for how to design virtual learning environments to provide a positive environment. The social change impact will be to improve the virtual learning environments for the federal workforce to improve motivation and create a culture of talent development for individual growth and organizational capabilities.
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Brabant, Michael Ian. "Evolutionary andragogy within learning community for embodied transformation in higher education| A case study of the next wave of leadership training." Thesis, Saybrook University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10009136.

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As the world is experiencing unprecedented changes and challenges, it is essential to develop educational approaches that enable current and future leaders to be effective in meeting them. To do so, education must foster transformation of the learner to achieve an inclusive, dynamic, and flexible approach to life. This dissertation involved a case study evaluation of data collected about a leadership curriculum that attempted to accomplish those objectives within a university setting. The curriculum aimed at enabling the expansion and evolution of each participants? worldview. The curriculum, developed specifically for this study, was taught through an integrally-informed approach to transformative learning within a learning community. A comprehensive overview of the constituent parts of the theories integrated in the curriculum, as well as the synthesis of them combined, is presented in the dissertation, including a discussion of the practical application of leadership development delivered within the curriculum through a content-neutral, andragogical approach to an education that transforms. The study analyzed several types of data, including interviews conducted to determine participants? experience of the leadership course, and student journals. The analysis revealed themes regarding how students? worldviews shifted in partial response to engaging in this evolutionary approach to education. These themes included the following: increased self-awareness and self-care; an increase in confidence; a deepening of authenticity; feeling more connected within diverse social environments; acknowledging an explicit worldview expansion; a positive palpable emotional shift in awareness; an increase in perspective taking ability; developing an evolutionary approach to life; and creating enhanced clarity of purpose. The study concluded with suggestions to inform future applications of this curricular model to more rigorous and comprehensive research settings that would enable even more robust data. The findings of this dissertation, as well as those of future projects, will form building blocks for continually refined and potent approaches to facilitating truly transformative education.

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Books on the topic "Andragogy and adult learning"

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Sokolovskai︠a︡, E. A. Andragog v otkrytom obshchestve: Materialy rossiĭsko-polśkogo seminara. S.-Peterburg: Institut obrazovanii︠a︡ vzroslykh Russiĭskoĭ akademii obrazovanii︠a︡, 2000.

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Comparative andragogy: Monograph. Vilnius: Lietuvos mokslas, 2002.

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Daines, John. Adult learning adult teaching. Nottingham [England]: Dept. of Adult Education, University of Nottingham, 1988.

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Carolyn, Daines, Graham Brian 1936-, and University of Nottingham. Department of Adult Education., eds. Adult learning, adult teaching. Nottingham: University of Nottingham, Deparment of Adult Education, 1992.

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Carolyn, Daines, and Graham, T. B. (T. Brian), eds. Adult learning, adult teaching. 4th ed. Cardiff: Welsh Academic Press, 2006.

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Carolyn, Daines, Graham T. B, and University of Nottingham. Dept. of Adult Education., eds. Adult learning, adult teaching. 3rd ed. Nottingham: Dept. of Adult Education, University of Nottingham, 1993.

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Jayagopal, R. Adult learning. Madras: Dept. of Adult & Continuing Education, University of Madras, 1985.

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Paschal, R. Wade. Vital adult learning. Nashville: Abingdon Press, 1994.

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L, Garton Bryan, Harbstreit Steven R, and Miller W. Wade, eds. Effective adult learning. Danville, Ill: Interstate Publishers, 1999.

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Adult learning basics. Alexandria, Va: ASTD Press, 2008.

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Book chapters on the topic "Andragogy and adult learning"

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Fidishun, Dolores. "Adult Learning/Andragogy." In Encyclopedia of the Sciences of Learning, 143–45. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_403.

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Wozniak, Kathryn. "Personalized Learning for Adults: An Emerging Andragogy." In Emerging Technologies and Pedagogies in the Curriculum, 185–98. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0618-5_11.

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Filatro, Andrea, and Marilene Santana dos Santos Garcia. "Game Design for Adult Learning: Blending Smart Pedagogy and an Andragogic View." In Smart Pedagogy of Game-based Learning, 179–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76986-4_12.

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"Hesitation Concerning Andragogy Continues." In Facilitating Adult and Organizational Learning Through Andragogy, 88–101. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch005.

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Sandlin critiques andragogy's prominence from three contrasting adult education trends: Africentric, feminist, and critical. Stanton validates congruence between andragogy and self-directed learning through an almost perfect ‘bell-shaped' facilitator measurement. Reischmann insists andragogy is the science of lifelong/life-wide learning and adult education as the practice of education/learning of adults. Biao's 25-year Nigerian study supports only andragogically prepared facilitators be allowed to teach andragogy. Savicevic observed that since his initial 1966 USA visit to his 2006 visit, there had not been one single serious study in adult education/learning that did not refer to andragogy as a conception. Bellamio translated Knowles' 1990 edition of The Adult Learner into Italian. This action helped Italian HRD professionals take responsibility for improving their sphere of influence within their corporations. Savicevic's perceives on Knowles' contribution in andragogy will place him meritoriously in the development of this scientific discipline. This chapter explores all of this.
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"My Initial Exposure to Andragogy." In Facilitating Adult and Organizational Learning Through Andragogy, 1–22. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch001.

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This chapter shares the author's first exposure to andragogy at Boston University, including the background and research foundation giving impetus to writing this book. Kapp from Germany coined the andragogy term based on Comenius' earlier conceptions stemming from educators in ancient times. Savicevic gave andragogy strength in Europe, shared it with Knowles who advanced it in the USA through application to human resource development (HRD) and viewing self-directed learning (SDL) as most important way to implement andragogy. Hadley developed/validated an andragogy/pedagogy measurement instrument. Simpson validated andragogy in the United Kingdom. Kabuga validated andragogy in Africa. Ingalls validated andragogy's nine dimensions for corporate managers' helping workers keep abreast and up to date with their various fields. Mezirow and Suanmali developed/validated with 174 adult educators' andragogy's charter with 10 SDL items.
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Knowles, Malcolm S., Elwood F. Holton III, Richard A. Swanson, and Petra A. Robinson. "Andragogy and adult online learning." In The Adult Learner, 239–49. Routledge, 2020. http://dx.doi.org/10.4324/9780429299612-13.

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"Prominent Themes in International Andragogy Around the Globe." In Facilitating Adult and Organizational Learning Through Andragogy, 207–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch010.

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Reconfiguring many hundreds of historical and philosophical andragogy documents in this research into six major themes was a formidable but worthy task. In short, Theme 1 included Draper's outlining a worldwide historical background on andragogy; Theme 2 emphasizes Savicevic's panoramic sweep of andragogy's development in the European setting; Theme 3 presents a comparison of Savicevic's European perspective and Knowles' American perspective; Theme 4 garners Newman's view of Knowles process for effectively identifying adult learner needs; Theme 5 offers Ingalls' idea of using andragogy in corporations; and Theme 6 supports Biao's contention that only andragogues teach andragogy. Knowles' presentation declared andragogy as a ‘breakthrough' in the adult education field. Draper offered an overview of historical forces influencing the origin and use of the term ‘andragogy'. Henschke and Savicevic bring together ancient sources that are antecedent developments of andragogy.
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Peltz, David P. "Andragogy, Culture, and Adult Learning Worldviews." In Multicultural Andragogy for Transformative Learning, 92–114. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3474-7.ch006.

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Adults differ from children in the ways they learn. This is not only due to the fact they have more experiences to relate to but also due to the motivations behind why they are learning. So why do so many teachers, trainers, and professionals teach courses and provided training to adults in the same manner as if they were teaching children? This discourse explores the adult learning construct of andragogy, applications of different andragogical approaches, and challenges and considerations of andragogy. It also briefly describes a quantitative andragogical scale that was developed, which may provide a useful tool to an otherwise qualitative concept. Finally, the chapter provides several adult learning worldview overviews to be used considered in conjunction with the application of andragogy to potentially increase andragogical effectiveness.
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Peltz, David P. "Andragogy, Culture, and Adult Learning Worldviews." In Research Anthology on Adult Education and the Development of Lifelong Learners, 257–79. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch012.

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Adults differ from children in the ways they learn. This is not only due to the fact they have more experiences to relate to but also due to the motivations behind why they are learning. So why do so many teachers, trainers, and professionals teach courses and provided training to adults in the same manner as if they were teaching children? This discourse explores the adult learning construct of andragogy, applications of different andragogical approaches, and challenges and considerations of andragogy. It also briefly describes a quantitative andragogical scale that was developed, which may provide a useful tool to an otherwise qualitative concept. Finally, the chapter provides several adult learning worldview overviews to be used considered in conjunction with the application of andragogy to potentially increase andragogical effectiveness.
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"A Theory of Adult Learning: Andragogy." In The Adult Learner, 44–81. Routledge, 2012. http://dx.doi.org/10.4324/9780080964249-10.

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Conference papers on the topic "Andragogy and adult learning"

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Fahimah, Nurul, Ace Suryadi, and Asep Saepudin. "Andragogy Based E-learning Model for Early Childhood Teachers in West Java." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.005.

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Egan, John P. "TWENTY-FIRST CENTURY ANDRAGOGY: AN ANALYSIS OF KNOWLES’S ARCHETYPAL ADULT LEARNER IN THE DIGITAL LEARNING AGE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0118.

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Rutherfoord, Rebecca H. "Andragogy in the information age educating the IT adult learner." In the 5th conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1029533.1029615.

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Pavlov, Ivan, and Michaela Skúpa. "CATEGORICAL OBSERVATION SYSTEM OF HUMANISTIC ANDRAGOGICAL WORK OF AN ADULT EDUCATOR." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.8.

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Jones, Allan. "Adult learning." In the 31st annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/947469.947471.

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Zhang, Chi, and Guangzhi Zheng. "Supporting adult learning." In SIGITE/RIIT'13: SIGITE/RIIT 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2512276.2512323.

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Demeshkant, Nataliia, Katarzyna Potyrała, Karolina Czerwiec, and Ludmila Dankevych. "PARENTS AND TEACHERS AS PARTNERS IN THE SCHOOL AS LEARNING ORGANIZATION." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.3.

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Eger, Ludvík. "BLENDED LEARNING AT HIGHER EDUCATION: CASE STUDY FROM FACULTY OF ECONOMICS." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.4.

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Gutiérrez-Yurrita, Pedro Joaquin, and Luz Aracelia García Serrano. "ANDRAGOGY, AN UNEXPLORED MODEL OF TEACHING-LEARNING PROCESS IN ENVIRONMENTAL SCIENCE POSTGRADUATES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0895.

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Rahaju, Anne. "Education and Tiered Training of Early Childhood Educators : The Application of Andragogy Principals." In 3rd NFE Conference on Lifelong Learning (NFE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/nfe-16.2017.6.

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Reports on the topic "Andragogy and adult learning"

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6650.

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Milner, Scott D. Motivation in Adult Language Learning: Research Review and Navy Applications. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ad1019072.

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McKinley, Matthew R. An Assessment of the Army Officer Education System From an Adult Learning Perspective. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada435942.

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McKeon, Joseph F. Adult Learning Styles and the Effectiveness of Computer Based Training: An Untilled Research Field. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada401196.

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Kruger, Roy. The Small Business Development Center Program: From a Small Business Growth Stage and Adult Learning Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1355.

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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