Relevant bibliographies by topics / Pedagogy and Andragogy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Pedagogy and Andragogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Pedagogy and Andragogy"

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Bennadi, Darshana. "Pedagogy to andragogy." International Journal of Medical Research & Health Sciences 3, no. 1 (2014): 171. http://dx.doi.org/10.5958/j.2319-5886.3.1.033.

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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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Schapiro, Steven A. "From Andragogy to Collaborative Critical Pedagogy." Journal of Transformative Education 1, no. 2 (April 2003): 150–66. http://dx.doi.org/10.1177/1541344603001002008.

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Sridevy, S. "Andragogy versus Pedagogy in Nursing Education." Indian Journal of Surgical Nursing 5, no. 2 (2016): 47–49. http://dx.doi.org/10.21088/ijsn.2277.467x.5216.3.

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Syafri, Ulil Amri, Rahendra Maya, and Amie Primarni. "Implikasi konsep heutagogi dalam pendidikan Islam kontemporer." Ta'dibuna: Jurnal Pendidikan Islam 10, no. 1 (March 5, 2021): 45. http://dx.doi.org/10.32832/tadibuna.v10i1.4249.

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<p class="15bIsiAbstractBInggris"><em>This article aims philosophically-conceptually to identify the educational implications of the concept of heutagogy in contemporary Islamic education, especially in the era of 4.0 which demands learning and acquiring knowledges and skills effectively and efficiently so that learners have adaptive and innovative advantages. As a continuum that does not stand alone with the concepts of pedagogy and andragogy, especially as a continuation of andragogy; the concept of heutagogy which is in line with the concept of Islamic education is a model of independent learning or learning by/for himself as a learner. This research is a qualitative research with descriptive method. Based on the results of the discussion of the educational implications of heutagogy in contemporary Islamic education, including the determination of spirit (’uluww al-himmah) in learning (thalab al-’ilm), lifelong learning (al-ta’allum madâ al-<span style="text-decoration: underline;">h</span>ayâh), educational awareness, and integration of heutagogy into the concept of pedagogy-andragogy.</em></p><p class="15cKeywordsBInggris"><strong><br /></strong></p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Artikel ini bertujuan secara filosofis-konsepsional untuk mengidentifikasi implikasi edukatif dari konsep heutagogi dalam pendidikan Islam kontemporer, khususnya di era 4.0 yang menuntut pembelajaran serta pemerolehan ilmu pengetahuan dan keterampilan secara efektif dan efisien agar pembelajarnya memiliki keunggulan yang adaptif dan inovatif. Sebagai suatu kontinum yang tidak berdiri sendiri dengan konsep pedagogi dan andragogi, terutama sebagai kelanjutan dari andragogi; konsep heutagogi yang selaras dengan konsep pendidikan Islam merupakan model pembelajaran mandiri atau pembelajaran oleh/untuk diri sendiri seorang pembelajar. Penelitian ini merupakan penelitian kualitatif dengan metode deskriptif. Berdasarkan hasil pembahasan implikasi edukatif heutagogi yang dalam pendidikan Islam kontemporer meliputi tekad baja (<em>’uluww al-himmah</em>) dalam belajar (<em>thalab al-’ilm</em>), belajar sepanjang hidup (<em>life long learning</em>, <em>al-ta’allum madâ al-<span style="text-decoration: underline;">h</span>ayâh</em>), kesadaran pendidikan, dan integrasi heutagogi ke dalam konsep pedagogi-andragogi.</p>
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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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Makovec, Danijela. "Käpplinger idr. - Cultures of program planning in adult education. Concepts, Research Results and Archives." Andragoška spoznanja 24, no. 2 (July 17, 2018): 121–22. http://dx.doi.org/10.4312/as.24.2.121-122.

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Načrtovanje in oblikovanje izobraževalnih programov za odrasle je ena od jedrnih dejavnosti andragoga. Dobro pripravljeni izobraževalni programi so rezultat mnogih profesionalnih kompetenc, ki se mrežno povezujejo in interaktivno uresničujejo. Kljub temu pa imamo razmeroma malo raziskav s področja načrtovanja izobraževalnih programov za odrasle, zato je delo Cultures of Program Planning in Adult Education zelo dobrodošlo tako za razvoj teorije kot za premislek obstoječe prakse. Izšlo je v zbirki Studies in pedagogy, andragogy and gerontagogy lansko leto.
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Ozuah, Philip O. "First, There Was Pedagogy And Then Came Andragogy." Einstein Journal of Biology and Medicine 21, no. 2 (March 2, 2016): 83. http://dx.doi.org/10.23861/ejbm20052190.

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The assertion that first, there was pedagogy and then came andragogy, is simultaneously true and misleading. What is pedagogy? What is andragogy? Which preceded the other? And what, if anything, does any of this have to do with medical education? In this article, we will explore the answers to these questions, review the historical bases for the pedagogical and andragogical paradigms, and discuss learning theories and their relevancy to teaching and learning in medicine.
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Yonge, George D. "Andragogy and Pedagogy: Two Ways of Accompaniment." Adult Education Quarterly 35, no. 3 (September 1985): 160–67. http://dx.doi.org/10.1177/0001848185035003005.

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Y, Uday. "PEDAGOGY, ANDRAGOGY AND HEUTAGOGY - CONTINUUM AND COMPARISON." International Journal of Advanced Research 7, no. 8 (August 31, 2019): 1229–34. http://dx.doi.org/10.21474/ijar01/9614.

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Dissertations / Theses on the topic "Pedagogy and Andragogy"

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Stephenson, Julia Emily. "Novel aspects of computer-based learning (CBL) in genetics : pedagogy and andragogy." Thesis, University of Kent, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443756.

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Masier, Darren J. "Teachers' Pedagogy through Andragogy: Facilitating Learning in Secondary Education Students by Incorporating Self-Directed Learning." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03312010-112410/.

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In a qualitative analysis, based upon three cases of mid-career1 secondary education teachers, their strategies, philosophies, modalities, and student expectations were analyzed in an effort to understand the extent to which self-directed learning (SDL) can impact the success of studentsâ learning. These practical implications of the study by experienced teachers supported and also challenged theoretical concepts of primarily Piaget, Knowles, and Vygotsky, but also examined those of Bloom and Wlodkowski. Specifically, results demonstrated that the incorporation of some adult learning methodologies into secondary education environments has contributed significantly to the effectiveness of these teachers. Perhaps this knowledge can guide future research into how to best identify and further develop secondary education teachersâ pedagogies to utilize SDL techniques in the 21st century classroom.
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MacLellan, Justin. "Investigating a Coach's Facilitation of Learning Situations Among Masters and Youth Athletes." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35501.

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This thesis aimed to uncover age-related differences in a coach’s approaches to facilitate learning for Masters athletes (MAs) and youth athletes, using the Andragogy in Practice Model (Knowles et al., 2012) as a guide. Data in this instrumental case study were gathered from three semi-structured coach interviews, four focus group interviews (two with each cohort), and moderate participant observation (Spradley, 1980) to inform interview content. Results of qualitative analyses suggested, through the coach and athletes’ perspectives, that the coach oriented her approaches differently between MAs (aged 27-70) and youth (aged 14-15). She allowed the MAs to self-direct and make decisions, and encouraged them to ask questions collaboratively. Comparatively, she held a directed control and structure for the youth’s training influenced by highly competitive expectations. Despite differences, we acknowledge andragogy’s usefulness with both cohorts, and suggest that coaches recognize nuances between age groups that may influence how they orient their approaches.
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Hazelwood, Ashley Marie. "Teach Me, Toward Me: Returning the SISTAH to the SISTAH: Exploring the Use of Afrocentric Pedagogy and Andragogy for Black Women in the Higher Education Classroom." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505255/.

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The purpose of the study was two-fold. First, the study explored how self-identified Afrocentrist professors in higher education utilized Afrocentric pedagogy and andragogy to address the learning needs of students, specifically Black women students. Second, the study explored the ways in which Black women students experienced that learning in the higher education classroom. The purpose was advanced through an in-depth analysis of Afrocentric teaching and learning in the higher education. A sample of five self-identified Afrocentric faculty members - three females and two males - and five Black women students who studied with those professors was identified. Participants were interviewed individually in-person and by telephone. Data analysis resulted in the themes of the importance of living an Afrocentric life in which the African body is centered and elevated, rejection of European dominance and universalism, re-routing history, and introducing Afrocentricity as a methodology from which to analyze human life. These themes presented core values, approaches, practices and characteristics utilized in Afrocentric teaching. Findings also showed that the Black women student participants received multiple benefits from receiving an Afrocentric education that assisted them in their journeys through higher education. Study findings provided a foundation for the guidebook "Teach Me, Toward Me Kuongoza, "a tool for educators who choose to explore the Afrocentric journey, and for those who are curious about Afrocentricity's intent. The guidebook may be utilized by higher education institutions with a commitment to the academic lives of their Black students as well as those of diverse cultural backgrounds.
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Dougherty, Abby E. "The Lived Experiences of Counselor Educators Using Mindful Teaching Approaches." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2723.

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Researchers have indicated that mindful teaching approaches support students and educators throughout the learning process. The purpose of this hermeneutic phenomenological study was to explore the lived experiences of counselor educators with a daily mindfulness practice in the classroom with culturally diverse students. Relational-cultural theory (RCT) was the conceptual framework. Relational cultural theory concepts of relational connections and disconnections were used to explore the participants' lived experiences implementing a mindful teaching approach. Purposeful sampling yielded 10 participants who participated in semi-structured interviews. Using an inductive approach, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding. Findings extracted from the literature review were used to pinpoint level one themes. Lean codes, or emergent themes, were then placed under each literature-based theme. The literature-based themes included: mindfulness practices, contemplative practices and the experience of educators, mindfulness competencies, interconnectivity, treatment outcomes, therapeutic presence, relational empathy, awareness and acceptance, self-care, and critiques. The emergent subthemes included: a mindful attitude, evaluation, modeling for students, creativity in the classroom, mindful orthodoxy versus personal experiences, authenticity, and cultural awareness. Findings may be useful for counselor educators who seek a greater capacity for awareness, acceptance, empathy, self-care, creativity, and presence when working with diverse students in the classroom. Implementing a mindful teaching approach can contribute to counselor educators meeting the needs of their diverse students.
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Tackitt, Alaina. "(Age)ncy in Composition Studies." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6765.

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The number of adult learners entering or returning to institutions of higher education is increasing in general and in relation to the traditional student population, and projections suggest that the trend will continue. As automation and technology impact the labor force, educational access is becoming a national concern and a necessity for more adult learners. Access to higher education impacts minority and economically depressed populations disproportionally and increases the personal and professional success of adult students and the long-term prosperity of their families. Although Composition Studies has a history of recognizing and facilitating student populations as they enter the Academy, adult learners have been overlooked and marginalized within Composition Studies. Through analysis of the foundational disciplinary literature, my research establishes that adult learners played a pivotal role in the development of Composition Studies and argues that Composition Studies can and should play a pivotal role in the success of adult learners in higher education. Locating adult learners in the disciplinary literature and demonstrating their impact on the theories and practices of Composition Studies creates a collective resource of research on which to ground current approaches and from which to launch future research; connecting this literature to the larger literature on adult learners allows Composition to contribute to and benefit from Academy-wide efforts. Stated simply, the goal of this dissertation is to recognize and support adult learners in Composition Studies. Such work is imperative because Composition Studies is continuing to construct adult learners through deficiency narratives and overlook adult learners in the current literature and classroom practices, as evidenced by the research on student-veterans. As a result, I suggest addressing the disciplinary responsibility to adult learners immediately through programmatic responses to the needs of adults in Composition Studies and by using the acknowledgment of their presence to call for institutional resources in support of all adult learners.
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Hsu, Jean Edwina, and n/a. "An exploratory study of student and instructor characteristics to determine the extent to which self-directed learning can be introduced in the undergraduate curriculum in the Philippines." University of Canberra. Professional and Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20050418.100706.

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This research was in the area of self-directed learning, largely resulting from the researcher's experience with it whilst in Australia. However, the intent of this study was to consider factors which would affect the implementation of self-directed learning principles into the Philippine context. Education in the Philippines can be described as primarily engaged in the transmission of knowledge. The structure and culture of education in the Philippines is one that largely supports a teacher-directed learning environment. Students are conditioned to be dependent on teachers and are used to studying with the security of a clear structural plan with very limited opportunities to apply self-directed learning principles. This approach to education produces static knowledge and denies the expression and cultivation of the learner. Hence, there is a need to promote self-directed learning as part of the curriculum. In attempting to introduce self-directed learning (SDL) in the Philippines, it is important to analyse student and instructor characteristics which could influence the extent to which it is applied in the undergraduate university curriculum. This research project gathers in-depth information on the conduciveness of integrating self-directed learning in the undergraduate curriculum of De La Salle University (DLSU) in the Philippines. This exploratory study aimed to respond to the statement "What is the level of readiness for self-directed learning of undergraduate students from De La Salle University? What are the student's perceptions of education, their role in the educational process, the role of peers and the role of their instructors? What is the instructor's education orientation? What are the perception of instructors on the purpose of education, the nature of learners, characteristics of learning experiences, management of learning experiences, evaluation and the relationship between the educators and learners and between learners themselves? Are these perceptions similar and would it be possible to introduce self-directed learning principles to an undergraduate curriculum for traditional students in De La Salle University?" The response to these questions could be used in determining whether self-directed learning principles could in fact be applied in the Philippines, as well as determine the appropriate balance of pedagogical and andragogical instruction techniques. Twenty-three instructors and one hundred students from De La Salle University in the Philippines participated in the study. Instructors completed the Educational Orientation Questionnaire and students completed the Self-Directed Learning Readiness Survey. Follow up intewiews were also conducted to confirm findings resulting from the survey. Findings indicate that instructors have an orientation that is a combination of both pedagogical and andragogical techniques and that students perceive themselves as having self-directed learning readiness. As a number of learning situations already utilise andragogical and self-directed learning principles, the challenge is to promote and encourage SDL and implement it on a wider scope. Some recommendations have been included in this research on how to implement it in De La Salle University.
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Overå, Christina. "Den seniora studenten : Seniora 50+ studenters behov och krav på anpassad pedagogik." Thesis, Umeå universitet, Pedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-125963.

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För att möta en framtid där medelåldern bland Europas befolkning blir allt högre har Europeiska unionen riktat fokus på frågan om hur förvärvsfrekvensen i de högre åldersgrupperna kan höjas. Genom att anta en policy avseende det livslånga lärandet uppmanar EU sina medlemsländer att skapa nya förutsättningar för att förverkliga detta mål. Utifrån detta fokus på möjligheten att studera även i hög ålder har föreliggande studie utgått från seniora studenter i åldern 50+. Studiens syfte har varit att studera behov av och krav på anpassad pedagogik som den yrkes- och livserfarna seniora studenten har för att kunna tillgodogöra sig undervisning vid högskola och universitet. Studiens teoretiska perspektiv har utgått från sociokulturell teori och andragogik. Studien är byggd på vad den seniora studenten som individ upplevt samt hur omgivningen och dess krav ser på seniora studenter som grupp. Insamlandet av data har utgjorts av semistrukturerande intervjuer med sju individer som är 50+ och varit aktivt studerande på svensk högskola eller universitet under vårterminen 2016. Intervjuerna genomfördes utifrån frågeställningar om behov, krav och anpassad pedagogik. Svaren har analyserats utifrån interpretativ fenomenologisk analys, i relation till teorier och tidigare forskning. Studiens resultat visar att den seniora studenten inte ser att det egna lärandet har förändrats över tid men att förutsättningarna har förändrats. Den seniora studenten har behov av att bli bemött som vuxen ansvarstagande individ och att den erfarenhet som följer med ska ses som ett positivt komplement genom att bidra till förening av teori och praktik i lärsituationen. Den seniora studenten har krav på kvalitetssäkrad undervisning och vill lyfta frågan om validering av tidigare erfarenheter samt bidra med sin erfarenhet för en anpassad pedagogik. Studien visar att den seniora studenten vill ha insyn och vara medbestämmande, men att de seniora studenterna i föreliggande studie inte är kravställande varken individuellt eller som grupp.
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Naysmith, Robert Bramwell. "Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5657.

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The introduction of the New Zealand Curriculum (Ministry of Education, 2007) provided both opportunities and challenges to schools. As teaching and learning has continued to evolve and develop in accordance with new research, technological innovations and changing school populations so too has curriculum. The curriculum was designed to initiate a transformation in values, principles, and key competencies that are needed for learners to successfully participate in schooling and society. The New Zealand government introduced a new curriculum in 2007 with the intention of it being implemented into schools by 2010. The content of curriculum was guided by pedagogical understandings supported by research. This included an emphasis on schools having ownership of their curriculum. The 2007 curriculum also had a larger focus on educating the whole child not just on learning objectives. This research investigates how three schools have undertaken the implementation of the New Zealand Curriculum (2007), and the effects this implementation has had on teaching and learning. Using semi-structured interviews, the descriptive narratives of each teacher’s and school’s experience and understanding has been explored. The results indicated that the participating schools are embracing the new curriculum and that changes made due to professional development, teacher collaboration and curriculum implementation are directly affecting learning for children in a positive way.
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Hudson, Brandon. "Perceptions of Occupationally Trained Technical College Faculty on their Preparedness to Teach and on the Need for Professional Development: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3934.

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This qualitative, phenomenological study examines the perceptions of occupationally trained Tennessee technical college faculty on their preparedness to teach after being hired directly from industry and on the need for professional development and training on instructional and classroom strategies. Twelve semi-structured interviews were conducted by Zoom with instructors from three technical college program areas, Industrial Maintenance, Machine Tool Technology, and Welding. Participants represented institutions from each grand division of Tennessee, West, Middle, and East, plus Upper East. As a result of the data analysis, common themes, including a “here are your keys” approach to instructor induction, a reliance on other instructors for training, and the importance of timing when offering professional development and training to technical college instructors, were identified. The findings of this study exposed the perceived benefit and desire for professional development and the lack of formal training offered to occupationally trained technical college instructors. Finally, the findings from this study could be used to inform the development of professional development offerings offered by technical college administrators in Tennessee and the Tennessee Board of Regents.
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Books on the topic "Pedagogy and Andragogy"

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Williamson, C. From pedagogy to andragogy. Polytechnic of Huddersfield, 1989.

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Knowles, Malcolm Shepherd. The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Book Company, 1988.

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Adult Education: From Practice to Theory Building (Studies in Pedagogy, Andragogy, and Gerontology). Peter Lang Publishing, 1999.

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(Editor), Danny Wildemeersch, Matthias Finger (Editor), and Theo Jansen (Editor), eds. Adult Education and Social Responsibility: Reconciling the irreconcilable? (Studies in Pedagogy, Andragogy and Gerontagogy. Vol. 36). 2nd ed. Peter Lang Publishing, 2000.

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International Conference on the History of Adult Education 2000 Pecs and INTERNATIONAL CONFERENCE ON THE HISTORY. Ethics, Ideals And Ideologies In The History Of Adult Education (Studies in Pedagogy, Andragogy and Gerontagogy). Peter Lang Publishing, 2002.

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(Editor), Balazs Nemeth, and Franz Poggeler (Editor), eds. Ethics, Ideals and Ideologies in the History of Adult Education (Studies in Pedagogy, Andragogy and Gerontagogy). Peter Lang Publishing, 2002.

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Poggeler, Franz. National Identity and Adult Education: Challenge and Risk (Studies in Pedagogy, Andragogy, and Gerontagogy, Vol. 25). Peter Lang Publishing, 1995.

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Democracy and Adult Education: Ideological Changes and Educational Consequences (Studies in Pedagogy, Andragogy and Gerontology, Vol 27). Peter Lang Publishing, 1996.

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The State and Adult Education: Historical and Systematical Aspects (Studies in Pedagogy, Andragogy and Gerontology, Vol 4). Peter Lang Pub Inc, 1990.

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Democracy And Adult Education: Ideological Changes And Educational Consequences (Studies in Pedagogy, Andragogy and Gerontology, Vol 27). Peter Lang Pub Inc, 1996.

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Book chapters on the topic "Pedagogy and Andragogy"

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Glassner, Amnon, and Shlomo Back. "Three “Gogies”: Pedagogy, Andragogy, Heutagogy." In Exploring Heutagogy in Higher Education, 59–74. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4144-5_5.

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Diessner, Rhett. "Beauty and the Be(a)st: Aesthetics, Pedagogy, and Andragogy." In Understanding the Beauty Appreciation Trait, 207–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32333-2_8.

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Blaschke, Lisa Marie. "The Pedagogy–Andragogy–Heutagogy Continuum and Technology-Supported Personal Learning Environments." In SpringerBriefs in Education, 75–84. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7740-2_9.

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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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"Adult learning: andragogy versus pedagogy or from pedagogy to andragogy." In The Routledge International Handbook of Learning, 154–63. Routledge, 2011. http://dx.doi.org/10.4324/9780203357385-23.

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Wang, Victor X., and Susan K. Dennett. "Pedagogy vs Andragogy Organizations." In Handbook of Research on Education and Technology in a Changing Society, 318–30. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch024.

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Human Resource practitioners have a responsibility to ensure quality learning occurs in their organizations. Therefore, it is important when organizations consider learning in their environment; what constitutes quality learning? Should they be considering a pedagogical approach to learning or should they consider an andragogical approach to learning? Having a better understanding of learning theories will help determine which learning methods may be successful. This chapter compares the pedagogical and the andragogical models. Knowles' self-directed learning theory is discussed, as well as Merriam, Caffarella, and Baumgarnter (2007). Learning contracts are discussed as a way of adults taking responsibility for their learning. The authors describe how adults might take more of an active role for their learning and how educators become more of a facilitator. Reviewing these theories will help organizations maximize learning.
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Khaldi, Maha, and Mohammad Erradi. "Between Pedagogy and Andragogy." In Personalization and Collaboration in Adaptive E-Learning, 55–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1492-4.ch003.

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In this chapter, the authors define pedagogy after having given an insight into so-called new pedagogies, comparing them with traditional pedagogy. Then they define the different types of pedagogies by offering examples each time. And they then define andragogy after proposing a historical overview of the concept. Then the authors define the principles of andragogy. Finally, they propose a comparison between pedagogy and andragogy according to the researchers' points of view by first proposing a comparison between the child and the adult.
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Schmidt, Steven W., Jeremy Dickerson, and Eric Kisling. "From Pedagogy to Andragogy." In Integrating Adult Learning and Technologies for Effective Education, 63–81. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-694-0.ch004.

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It is generally accepted that there are differences in the way children and adults learn. Pedagogical philosophies and practices about classroom instruction, activities, and the roles of both the educator and learner are typically associated with primary and secondary education. The concept of andragogy, however, deals with the art and science of the adult learner. The andragogical classroom looks quite different than the pedagogical, and features more student-centered instruction, self-directed learning, and emphasis on the needs of the individual learner. Many adult learners are familiar with the pedagogical approaches used in primary and secondary education. Those learners may find principles of pedagogy employed in higher education as well, which may not be effective. Is a pedagogical approach appropriate in higher education? What role does content play in pedagogical versus andragogical decisions? Most importantly, what approach results in student learning? Using the information technology classroom as an example, pedagogical and andragogical approaches to instruction are compared, and strategies for transitioning from pedagogical to andragogical approaches are illustrated. An empirical research study on preferred ways of learning is also included in this chapter. While the examples discussed in this chapter relate to the information technology classroom, the material presented is applicable in a variety of learning situations.
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Khaldi, Maha, and Mohammad Erradi. "Between Pedagogy and Andragogy." In Research Anthology on Adult Education and the Development of Lifelong Learners, 139–76. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch007.

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In this chapter, the authors define pedagogy after having given an insight into so-called new pedagogies, comparing them with traditional pedagogy. Then they define the different types of pedagogies by offering examples each time. And they then define andragogy after proposing a historical overview of the concept. Then the authors define the principles of andragogy. Finally, they propose a comparison between pedagogy and andragogy according to the researchers' points of view by first proposing a comparison between the child and the adult.
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"Pedagogy." In Redefining Post-Traditional Learning, 60–77. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0145-0.ch004.

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In Chapter 3, the authors consider pedagogy to andragogy. Readers are treated to a brief overview of the pedagogical history and find out when the change from pedagogy to andragogy occurred. Readers will also realize the definition of pedagogy and that pedagogical approaches can be placed on a spectrum from teacher-centered or teacher-directed to learner-centered or learner-directed. The term engagement and, more specifically, student engagement are presented in the chapter. Banking theory will be explored as well as false generosity, active learning, faculty development, and the community of inquiry framework.
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Conference papers on the topic "Pedagogy and Andragogy"

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Appavoo, Perienen, Mrinal Sohoraye, Meera Gungea, and Vinaye Armoogum. "‘Webagogy’ - the next milestone after pedagogy and andragogy?" In 2016 IEEE International Conference on Emerging Technologies and Innovative Business Practices for the Transformation of Societies (EmergiTech). IEEE, 2016. http://dx.doi.org/10.1109/emergitech.2016.7737359.

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Prokop, Jiří. "IS CZECH EDUCATION ELITIST?" In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.1.

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Krystoň, Miroslav, and Michaela Sládkayová. "CITIZENSHIP EDUCATION OF ADULTS – CURRENT STATE IN CZECH AND SLOVAK REPUBLIC." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.10.

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Domagała-Kręcioch, Agnieszka, and Joanna Wnęk-Gozdek. "WHAT CAN THE TWIG LEARN FROM THE TREE?" In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.11.

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Mazurek, Emilia, and Olena Vynoslavska. "LIFELINES IN STUDIES ON BIOGRAPHIC DETERMINANTS OF DECISIONS TO TAKE UP PHD STUDIES AT A TECHNICAL UNIVERSITY." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.12.

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Litawa, Aleksandra. "THE AMATEUR PRACTICE OF ART AND ITS EDUCATIONAL BENEFITS AS SEEN THROUGH THE EXAMPLE OF A CHORAL SINGER." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.13.

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Błachnio, Aleksandra, and Artur Fabiś. "SATISFACTION PARADOX IN OLD AGE." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.14.

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Gulevska, Valentina. "ETHICAL DILEMMAS IN INCLUSIVE EDUCATION: THE CASE OF HOMELESS CHILDREN." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.15.

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Váchová, Alena, and Jaroslava Hanušová. "KNOWLEDGE OF A SELECTED GROUP OF FACULTY OF EDUCATION AT CHARLES UNIVERSITY STUDENTS IN THE FIELD OF PREVENTION OF ADDICTIONS." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.16.

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Kostadinovska-Stojcevska, Bisera. "MODERNIZATION PROCESSES IN THE TEACHING CURRICULA IN EFL CLASSES IN R. OF MACEDONIA." In NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.17.

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