andragogy: the adult learner online course design ______________________________ renuka kumar...
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Andragogy:The Adult Learner
Online Course Design______________________________
Renuka KumarAssociate Professor
Community College of Baltimore CountyMaryland
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Agenda_______________________________
• Pedagogy vs. Andragogy• What is Andragogy?• Why Andragogy?• Five Assumptions of Andragogy
o Define assumptiono Pedagogy vs. Andragogyo Implications for Online Instructiono Online Course Design
• Conclusion• Discussion
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Pedagogy vs. Andragogy_______________________________________
• Pedagogyo The method and practice of teaching.
Focus on teaching.• Andragogy
o The art and science of helping adults learn.
Focus on learning.
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What is Andragogy?_______________________________________
• Set of assumptions about how adults learno 1833 - Alexander Kapp
Plato’s educational theorieso 1920s - Eugen Rosenstock
Theory of adult education
o 1970s - Malcolm KnowlesPopularized in the US
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Why Andragogy?_______________________________________
• 7.1 million online students -Fall 2012• 30% of all students in higher education• 80% above age 25
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Five Assumptions of Andragogy_______________________________________
Characteristics of adult learners:1. Self-directed2. Bring experience3. Ready to learn4. Problem oriented5. Motivated to learn
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Assumption 1_____________________________
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Self-Directed
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Assumption 1 - Self-Directed_______________________________________
Adult learners:• are increasingly independent.• need to be actively involved in decisions that
affect them.• believe they are responsible for their lives.
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Assumption 1 - Self-Directed_______________________________________
• Pedagogyo The learner is dependent
upon the instructor for all learning.
o The teacher/instructor assumes full responsibility for what is taught and how it is learned.
o The teacher/instructor evaluates learning.
Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf
• Andragogyo The learner is self-
directed. o The learner is
responsible for his/her own learning.
o Self-evaluation is characteristic of this approach.
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Assumption 1 - Self-Directed_______________________________________
Implications for online instruction
• Curriculum to focus on process – not content• Variety of learning activities• Facilitator - an equal and an expert• Collaborative and welcoming learning environment• Ongoing guidance and support
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Assumption 1 - Self-Directed___________________________________________
Online Course Design
• Syllabus should clearly provide:o course expectations.o schedule with due dates.o assignments with grading criteria.o guidelines for online communication.o contact information for the facilitator.o outline response time.
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Assumption 1 - Self-Directed___________________________________________
Online Course Design (contd)
• Facilitators should:o be available online during the first few days.o welcome each learner individually to the class.o encourage communication between learners.o maintain contact with the learners weekly.o establish a chat room or online “café”.o provide learning objectives for all assignments.
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Assumption 2: _____________________________
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Bring Experience
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Assumption 2 - Bring Experience___________________________________________
• Adults bring life and job experience with them.
• This experience is a resource for learning.
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Assumption 2 - Bring Experience_______________________________________
• Pedagogyo The learner comes to the
activity with little experience that could be tapped as a resource for learning .
o The experience of the instructor is most influential.
Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf
• Andragogyo The learner brings a
greater volume and quality of experience.
o Adults are a rich resource for one another.
o Different experiences assure diversity in groups of adults.
o Experience becomes the source of self-identify.
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Assumption 2 - Bring Experience_______________________________________Implications for online instruction
• Provide opportunities to use and share their knowledge and experience.
• Create an environment to freely express opinions and share ideas.
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Assumption 2 - Bring Experience___________________________________________
Online Course Design• Types of assignments:o group projectso reflective activitieso interactive discussions
• Discussion should encourage real-life applications.• Spur discussion to encourage analytical thinking.• Provide weekly feedback to discussions.
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Assumption 3_____________________________
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Ready to Learn
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Assumption 3 - Ready to Learn___________________________________________
• Adults:o experience triggers to learn something new – birth, divorce, loss of job.o want to learn what they can apply in their real-
life situations.
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Assumption 3 - Ready to Learn_______________________________________
• Pedagogyo Students are told what
they have to learn in order to advance to the next level of mastery.
Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf
• Andragogyo Any change is likely to
trigger a readiness to learn.
o The need to know in order to perform more effectively in some aspect of one’s life is important.
o Ability to assess gaps between where one is now and where one wants and needs to be.
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Assumption 3 - Ready to Learn_______________________________________Implications for online instruction
• Facilitators should:o realize that each learner enters the course for a specific
reason.o acknowledge the range of different backgrounds.
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Assumption 3 - Ready to Learn___________________________________________
Online Course Design● Communicate course expectations clearly.● Provide links to resources.● Ask learners what they need to learn.● Lessons should relate to learners needs and goals. ● Accommodate multiple learning styles.
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Assumption 4_____________________________
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Problem-Oriented
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Assumption 4 – Problem-Oriented___________________________________________
• Adults are:o life-centered (task-oriented, problem-centered).o want to learn what will help them perform daily
tasks or problems.
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Assumption 4 – Problem-Oriented___________________________________________
• Pedagogyo Learning is a process of
acquiring prescribed subject matter.
o Content units are sequenced according to the logic of the subject matter.
Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf
• Andragogyo Learners want to
perform a task, solve a problem, live in a more satisfying way.
o Learning must have relevance to real-life tasks .
o Learning is organized around life/work situations rather than subject matter units.
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Assumption 4 – Problem-Oriented___________________________________________
Implications for online instruction• Curriculum - process based not content based.• Use real-life examples or situations• Draw on learner’s personal experiences.
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Assumption 4 – Problem-Oriented___________________________________________
Online Course Design• Use active learning strategies:
o case studieso problem solvingo simulations
● Group projects - draw on personal experience.● Present and solve “real world” problems.● Share learning objectives for every assignment.● Create meaningful work (avoid busy work).
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Assumption 5_____________________________
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Motivated to Learn
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Assumption 5 – Motivated to Learn___________________________________________
• External motivators o better jobs and higher salaries
• Internal motivators o increased job satisfaction, self-esteem
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Assumption 5 – Motivated to Learn__________________________________________
• Pedagogyo Primarily motivated by
external pressures, competition for grades, and the consequences of failure.
Source :http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf
• Andragogyo Internal motivators: self-
esteem, recognition, better quality of life, self-confidence, self-actualization.
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Assumption 5 – Motivated to Learn__________________________________________
Implications for online instruction
• Have activities that build self-esteem.• Recognize the need of learners to be appreciated.• Get learner input into lessons.• Inform learners why topic is important.
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Assumption 5 – Motivated to Learn__________________________________________
Online Course Design
• Use a friendly, first person style of writing.• Incorporate ongoing evaluation from learners.• Offer multiple assessment strategies.• Tell why topic or link is important.• Provide practical information with examples.• Recognize learners contributions once a week.• Offer a variety of learning support.
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Conclusion___________________________________________
• Andragogy should be used as a starting point.• Know needs, backgrounds, and expectations of
learners.• Create learner centered educational environment. • Develop course that allows adult learners to be:
o actively engagedo motivatedo able to gain and share experiences , and o collaborative.
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Conclusion (contd)_______________________________________
• Pedagogy vs. andragogy http://www.youtube.com/watch?v=VhydhDa0BGU
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References_______________________________________
• Blondy, L. (2007). Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment. Journal of Interactive Online Learning 6 (2).
• Burge, L. (1988). Beyond Andragogy: Some Explorations for Distance Learning Design. Journal of Distance Education 3 (1): 5–23.
• The Learning House, Inc.(2012) . Online College Students 2012. Retrieved from http://www.learninghouse.com/files/documents/resources/Online%20College%20Students%202012.pdf
• Florida Tech (n.a.). Pedagogy vs. Andragogy. Retrieved from http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.pdf
• Perret, Joe (2008). Andragogy and Online Teaching. Retrieved from faculty.piercecollege.edu/perretjd/powerpoint/andragogy.pdf
• Sheldon, L. (2013). Andragogy: Welcoming Adult Learners and their Experiences. Retrieved from www.gcc.mass.edu/.../files/.../TLSD-Andragogy-April-13-Sheldon.pptx
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Discussion_____________________________
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