Andragogy in the Classroom
Targeting Our Adult Learners
January 23, 2013
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Presenters
Salvatore Sinatra, EdD, LTC, AUS (Ret)Lead Faculty, Senior Colleague, PhD Mentor, URR, Dissertation ChairCollege of Management and Technology
Lyda Downs, PhDModerator
Faculty SpecialistCenter for Faculty Excellence
Susan Jespersen, DBA, MSEdProgram Coordinator, Core FacultyPhD in Management ProgramCollege of Management and Technology
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WEBINAR OBJECTIVES
Understand theoretical basis for andragogy.
Compare andragogy with pedagogy for adult learners.
Appreciate andragogy instructional approach for adults.
Apply andragogy to sample scenarios at Walden.
Recommend additional resources.
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Meanings
(Greek: peda for child ~ andra for adult)
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Assumptions About Pedagogical and Andragogical Models of Learning
Assumptions About… Pedagogical AndragogicalConcept of the learner Dependent personality Increasingly self-directing
Role of learner’s experience
To be built on, rather than used as a resource
A rich resource for learning by self and others
Readiness to learn Uniform by age level and curriculum
Develops from life tasks and problems
Orientation to learning Subject-centered Task- or problem-centered
Motivation By external rewards and punishment
By internal incentives and curiosity
Adapted from: Knowles, M. S. (1995). Figure 8. Assumptions and Process Elements of the pedagogical and Andragogical Models of Learning. pp. 89-90.
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Process Elements of the Pedagogical and Andragogical Models of Learning
Process Elements Pedagogical AndragogicalClimate • Tense, low trust
• Formal, cold, aloof• Authority-oriented• Competitive, judgmental
• Related, trusting• Mutually respectful• Informal, warm• Collaborative, supportive
Planning Primarily by teacher Mutually by learners and facilitator
Diagnosis of needs Primarily by teacher Mutually by learners and facilitator
Adapted from: Knowles, M. S. (1995). Figure 8. Assumptions and Process Elements of the pedagogical and Andragogical Models of Learning. pp. 89-90.
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Process Elements Pedagogical AndragogicalSetting of Objectives Primarily by teacher By mutual assessment
Designing learning plans
Primarily by teacher By mutual negotiation
Learning activities • Transmittal techniques• Assigned readings
• Inquiry projects• Independent study• Experiential techniques
Evaluation • By teacher• Norm-referenced (on a
curve)
• By learner-collected evidence validated by peers, facilitators, and experts
• Criterion-referenced
Adapted from: Knowles, M. S. (1995). Figure 8. Assumptions and Process Elements of the Pedagogical and Andragogical Models of Learning. pp. 89-90.
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Polling Activity
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Sample Scenarios
1. Should a student ask me for help in selecting research methods or literature sources, I would
a) Comply with the request. b) Focus him on his overall study’s purpose, goals, and those
of the given course.
c) Ask him layered questions that stimulate his own search.
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2. Should a student ask a theoretical question related to his research, I would
a) Review with him his study‘s purpose, goals, and research questions. b) Answer his question to the best of my knowledge. c) Suggest he perform a word and/or topic search of related sources.
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3. Should a student ask me how to format and/or write her document, I would
a) Refer her politely to Walden’s writing rubrics and templates. b) Offer general guidelines and suggest she source the Writing Center link. c) Specify the format and scripting to the best of my knowledge.
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4. Should a student ask for the meaning or interpretation of specific research, I would
a) Offer my understanding of possible meanings or interpretations. b) Decline politely and redirect the effort to him. c) Suggest he compare findings with similar others for his own interpretations.
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Compare Pedagogy and Andragogy
Motivation
Orientation
Reliance
Approach
Life Experience
Advantages
Disadvantages
Extrinsic
Subject
Instructor
Mainly Direct
Not Yet Applied
Widely Recognized
Overgeneralized
Intrinsic
Task/Problem
Learner
Indirect/Mixed
Used as a Resource
Adult Targeted
Largely Unfamiliar
Pedagogy Andragogy
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Polling Activity
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Additional Sample Scenarios
5. Should a student remain continually silent in acquiring course content, I would
a) Remain silent as well and assume the content is being acquired. b) Probe for content relevance with her and with other students. c) Follow-up the specific content with applications and discussions.
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6. Should a student ask for reasons for acquiring a concept or model, I would
a) Offer reasons to the best of my knowledge. b) Explore with him reasons for his scholar-practitioner purposes. c) Politely redirect him to the syllabus objectives and to his scholar-practitioner goals.
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7. Should a student commit a large research or drafting mishap, I would
a) Highlight the mishap for her adjustment without further comment. b) Frame the mishap with her as a mistake learning opportunity. c) Do what I can to correct the mishap in her behalf.
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8. Should a student continually insert her own experiences into course progress, I would
a) Politely discourage that in favor of closer adherence to syllabus objectives. b) Encourage others to piggyback on them and to criticize them constructively. c) Ignore most of her comments as largely distracting.
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Summary Takeaways
Andragogy Adult Learner Learner Focus Learner Effectiveness
Instructional Approach = Situational & Individual
One Size Fits All
One Size Fits One; Andragogy Proves Failsafe
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Andragogy ResourcesBedore, G., Bedore, M., & Bedore, Jr., G. (1997). Online education: The future is now. Phoenix, AZ: Academic Research & Technologies.Blaschke, Lisa Marie (2012 January). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning.
International Review of Research in Open and Distance Learning. 13(1). pp. 57-71.Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.Coulter, B., Konold, C., & Feldman, A. (2000). Promoting reflective discussions: Making the most of online resources in your
classroom. ISTE Learning & Leading with Technology. 28(2). Pp. 44-49, 61.Day, C., & Baskett, H. K. (1982). Discrepancies between intentions and practice: Reexamining some basic assumptions about adult and
continuing professional education. International Journal of Lifelong Education. 1(2). 143-155.DeNigris, J., & Witchel, A. (2000). How to teach and train online. Needham Heights, MA: Pearson.Knowles, M. (1992). Applying principles of adult learning in conference presentations. Adult Learning. 4(1). Pp. 11-14.Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. (2nd ed.). New York, NY: Cambridge
Books.Kuh, G., & Cracraft, L. (1986). Predicting adult learners' success in higher education. In J. A. Lucas (Ed.), The Adult Learner: Four
Aspects, AIR File 27. Tallahassee, FL: Florida State University. Association for Institutional Research.Merriam, S. B., & Brockett, R. G. (1997). The profession and practice of adult education. San Francisco, CA: Jossey-Bass.Morphew, V. N. (2000). Web-based learning and instruction: A constructivist approach. In Linda Lau (Ed.), Distance Learning
Technologies: Issues, Trends and Opportunities, pp. 1-15.Saba, F. (Ed.). (2000). Shifting the focus from teaching to learning. Distance Education Report, 4(13), p. 4.Svetcov, D. (2000). The virtual classroom vs. the real one. Forbes, 166(7), pp. 3-5.Truman-Davis, B., Futch, L., Thompson, K., & Yonekura, F. (2000). Support for online teaching and learning. Educause Quarterly. 23(2).
Pp. 44-51.Whisnant, W. T., Sullivan, J. C., & Slayton, S. L. (1992). The "old" new resource for education: Student age. Community Service
Catalyst, 22(3). Pp. 7-11.Wolfgang, M., & Dowling, W. (1981). Differences in motivation of adult and younger undergraduates. Journal of Higher Education.
52(6). 640-648.Online Journal of Distance Learning Administration, Volume IV, Number III, Fall 2001 State University of West Georgia, Distance
Education Center
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Please…
Questions, Comments, Suggestions…
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Andragogy in the ClassroomTargeting Our Adult Learners
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