Studies on Andragogy
-
https://online.vcu.edu/wp-content/uploads/2023/02/Adragogy-Adult-Learning-Theory-in-Perspective.pdf
Malcolm S. Knowles
Considering that the education of adults has been a concern of the human race for a very long time as Grattan well documents in his In Quest of Knowledge-it is curious that there has been so little thinking, investigating, and writing about adult learning until recently.
-
https://files.eric.ed.gov/fulltext/ED468612.pdf
St. Clair, Ralf
Malcolm Knowles claims andragogy is the art and science of teaching adults and sets out six assumptions. However, andragogy is not all about learning--the assumptions demonstrate how the theory lays out a humanist view of learners and their potential for growth, with implications for teaching, social philosophy, and human relationships. Andragogy can be considered an approach to the education and development of adults strongly rooted in the disciplinary needs of adult education in the 1960s, but providing little insight into learning other than a set of assumptions about learners. Despite Knowles' claim that the framework could be applied to any adult learning setting, critiques from such individuals as Tisdell, Grace, and Rachal make it essential to recognize that andragogy only addresses certain types of learning at certain times. Furthermore, andragogy cannot be claimed as the distinguishing feature of adult education as a field. It does not provide a clear delineation between what can be considered education of children and that of adults and adult education and human resource development. In the future, andragogy will maintain its role as a necessary component of the field's shared knowledge, but it is highly unlikely to be viewed as sufficient to explain or shape the education of adults.
-
https://files.eric.ed.gov/fulltext/EJ930244.pdf
Sang Chan
Arguments regarding the distinction between child and adult learning have existed for decades. Pedagogy has a long tradition of providing educational guidance in which there is little differentiation between child and adult education. The two groups of learners are assumed to learn under the same philosophy. Conversely, andragogy, advanced by Malcolm Knowles in the 1970s, is a well-known approach to address the distinct needs of adult learners. Knowles’ concept of andragogy has been widely adopted by educators from various disciplines around the world. Andragogy is based upon six assumptions: (a) self-directedness, (b) need to know, (c) use of experience in learning, (d) readiness to learn, (e) orientation to learning, and (f) internal motivation. This paper presented a synthesis of research that discussed the applications of Knowles’ andragogy in different settings.
-
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-022-00337-z
Hector Ruiz-Martin & Rodger W. Bybee
Over 34 years since its conception, research in educational settings has found evidence for the effectiveness of the 5E Instructional Model. Indeed, several studies have reported evidence of a better conceptual understanding of scientific ideas and models, positive effects on general achievement in science, and positive attitudes toward science. In this commentary, we would like to put forward the principles from cognitive sciences on how people learn which may underlie the 5E Model and that could theoretically contribute to the model’s effectiveness as a learning sequence. Connections to conceptual change theory are especially highlighted.
-
https://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf
Laurie C. Blondy University of Michigan, Ann Arbor
The usefulness and application of andragogical assumptions has long been debated by adult educators. The assumptions of andragogy are often criticized due to the lack of empirical evidence to support them, even though several educational theories are represented within the assumptions. In adult online education, these assumptions represent an ideal starting point for educators to use in their instructional approach. Application of these assumptions with respect to the type of course being taught and individual student needs can help create a learner centered approach to online education.
-
https://files.eric.ed.gov/fulltext/EJ1188377.pdf
AMANDA G. SISSELMAN-BORGIA - CUNY Lehman College
GINA C. TORINO - SUNY Empire State College
While there is no single profile of the adult learner in the 21st century, there exists a common desire to obtain a degree in higher education. Adult learners as a group are comprised of a large number of women and individuals from various racial/ethnic groups. In addition, they often possess varied learning styles and maintain multiple roles and responsibilities. Many learners may be interested in gaining entrance to the workforce for the first time, may be seeking a career change, or may be looking to advance one’s current career status. Thus, as students learn, it becomes important for them to gain valuable experiential learning opportunities, apply prior knowledge, gain new knowledge, and increase career opportunities upon graduation. One valuable vehicle to achieve
these goals is participation in internships. This article will discuss a case study and will describe a pilot program designed to provide adult learners with an experiential learning opportunity in the community for college credit. Issues involved in creating such opportunities for adult learners will be addressed, as will successes and barriers to success. Use of theory related to the scholarship of teaching and adult development, in particular the work of Mezirow, Brookfield, and Boyer, will be used to connect adult education to the need for experiential learning, as distinguished from prior life experience. Recommendations for internship development for adult learners will be discussed.
-
https://www.researchgate.net/profile/Wendy-Conaway/publication/299540188…
Wendy Conaway and Barbara Zorn-Arnold
In order to unlock the secrets to successful adult learning in the online environment, you have to have the keys. We have found that instead of looking outward, simply looking inward will uncover the keys that adults already have stored deep inside. The keys to unlocking the secrets to successful adult learning online are embedded in the basic principles that guide adult learners. In this first of a three part series, we will explore the origins of adult learning principles in order to identify and apply them to online learning.
-
https://colllearning.info/wp-content/uploads/2019/03/The-Modern-Practice-of-Adult-Education.pdf
Malcolm S. Knowles
What is Andragogy? In the beginning was pedagogy then came andragogy. How are they different?