The paper demonstrates that distance educators need a more sophisticated learner-centered view of learning and teaching that shows an integration of knowledge from various disciplines and fields of practice, including pedagogy and andragogy.
Abstract The paper examines different theories of learning and then discusses the implications of different modes of instruction on distance education. The paper also looks at the need for a blend of educational philosophies in distance learning and concludes by suggesting a working educational model.
Theories of Learning
Behaviorism
Cognitivism
Constructivism
Implication of Theory Commonalities for Distance Learning
Andragogy and Pedagogy
Andragogy and Distance Learning
Differentiating Between Andragogy and Pedagogy
Philosophies of Education
Relating Philosophies of Education to Distance Learning
Continuum of Learning
Conclusion
Bibliography
From the Paper "While distance learning is not likely to completely replace traditional instruction in institutions, technology-based training programs are growing rapidly (Barclay, 2001). For example, Internet-based distance learning is currently one of the fastest growing markets in the education industry. The expanding use of technology challenges traditional classroom and instructional models of how successful training, and learning, should be administered."
Abstract This paper will argue that among the approaches of pedagogy, andragogy and synergogy, andragogy represents the best approach to teaching adults. The approach basically involves a self-directed method, by which adults take charge of their own learning. It is the best approach because it allows adult learners' motivation and responsibility to lead them to a process of self-direction in their own learning.
Abstract This paper discusses the role and the importance of nurse management education. It specifically discusses Malcolm Knowles' development of a learning module aimed at adult learning, in which he coined the phrase, andragogy. The paper analyzes the andragogic model and looks specifically at how it relates to nurse management education.
From the Paper "Despite these positive influences, nursing management education is often criticized because organizational changes cannot be achieved only by education. Admittedly, salary, benefits and other such factors are also important. In addition, long-term success in reaching managerial goals depends on physician support of nurse managers. Without effective physician/ nurse teams to implement change, management education alone will not be enough. Overall, however, research shows how nurses educated in management can minimize losses related to unit functioning in a variety of ways: Risk can be managed with less insurance; cost; cost of materials and supplies can be controlled; individual nurses work more efficiently; Staff to patient ratio can be adjusted to patient acuity; support services can be used more effectively at less cost; job satisfaction results in less absenteeism and staff productivity increases (Goddard, 1987)."
Abstract This paper produces a learner profile of America's thirteenth generation, also known as Generation X. The profile is presented in the form of a graph where the andragogy characteristics of Generation X are recorded. The graph also presents learning strategies which might be used best to teach these adult learners, with a focus on online teaching methods.
From the Paper "Although it was determined that a portion of this age sample could be Baby boomers, it was also noted that "since those born at the end of the baby boom (1964) could, in fact, be the children of those born at the beginning (1946), many consider the younger baby boomers part of a different generation. Some of those born after 1960 call themselves "thirteeners" instead, referring to the thirteenth generation since the founding of the United States" (Gianoulis, 2002). Interesting facts about this learning population include that they are thought to be dependent on the instructor for direction and motivation, but adult learners are self-directed and self-motivated. This generation benefits from a myriad of teaching methods incorporated from both pedagogical and andragogical areas."
Abstract This paper compiles a learning profile for middle 30s to early 40s. Certain assumptions were made about this age group in order to classify the information gathered. It is assumed that this age group falls into the Generation X, or Thirteenth Generation of the United States, because the ages fall within the age ranges for GenX. It was also determined that this age group is a small portion of the late-boomers, or Baby boomers, due to the ages designated as well. The author discusses interesting facts about this learning population including that they are thought to be dependent on the instructor for direction and motivation, but adult learners are self-directed and self-motivated. This generation benefits from a myriad of teaching methods incorporated from both pedagogical and andragogical areas.
From the Paper "Learning Activities: Mutual Consent Motivated by external factors such as grade, learning activities should be standardized with uniform progression for all parties involved. "Learning activities such as internal areas in need of progress the educator needs to create conditions to help the student discover needs, and adapt to change" (Bale 2000) as quoted by Bale."
Abstract This paper explains that the widespread retirement of many of today's "Baby Boomer" higher education leaders will hasten the need for a new generation of education leaders and new leadership approaches; thereby, a fresh assessment of higher education leadership roles, styles, approaches, practices and goals is needed. The author points out that contemporary higher education leadership is most often characterized as collaborative rather than unilateral or hierarchical as in corporate leadership. The paper recommends participative, contingency (to an extent) and transformational leadership theories and practices as the best practices for tomorrow's higher education leaders but does not recommend dyadic role making or LMX theory.
Table of Contents
Introduction
Background of the Study
Increases in Female and Minority Higher Education Leaders
The Nature of Higher Education Leadership.
Leadership Theories
Participative Leadership Theory
Dyadic Role-Making Leadership Theory
Contingency Leadership Theory
Charismatic Leadership Theory
Transformational Leadership Theory
Emotional intelligence Leadership Theory
Adult Learning Theories and Practices and Higher Education Leadership (Knowles' "Andragogy" Theory)
Conclusions and Implications for Higher Education Leadership
From the Paper "Dyad role-making leadership theory, also known as Leader-Member exchange theory (LMX) "focuses on dyadic relationships, and roles carried out, between leaders and managers." In addition, the theory describes how leaders develop different exchange relationships over time with various subordinates. LMX theory is also called vertical dyad linkage theory, due to its focus on reciprocal influencing processes within vertical "dyads" consisting of an individual with supervising authority over another individual. The "dyads", within this theory, consist of two people (a leader and a subordinate, with the leader (e.g., college president or other high-level administrator) forming a separate "dyad" with each individual subordinate); the "roles" are their agreed-upon interacted relationships and (usually tacit) assumptions about one another and expectations of one another."
Abstract This paper explains that adult education, or andragogy as it is called, has been in existence practically since the founding of the country and, today, has become a major educational field used to empower millions of adults across the United States. The author discusses five philosophies, which have been created to explain and to improve the practices related to educating adults in the United States: The liberal, humanist, progressive, behavioral and radical philosophies. The paper stresses that the philosophical approach or combination of approaches must fit the specific needs of the adult learn and may vary for that learner from situation to situation; therefore, the learner needs to understand their own goals.
Table of Contents
The Progressive Philosophy
The Behaviorist Philosophy
The Humanist Philosophy
The Radical Philosophy
Conclusion
From the Paper "Like the progressive philosophy, behaviorism is also focused on scientific means to achieve its end. Education occurs within a controlled environment, with objectives that can be measured. The educational goal is then to change the learner's behavior only through environmental stimuli, without a concern for any other aspects of humanity such as emotion. The objective here is only to change behavior according to specific goals such as competency and programmed learning. Occupational training and professional development programs have benefited from this philosophy. The focus is heavily on stimulus-response designs in order to stimulate new behavior."
Abstract This paper discusses the fact that there are many theories on the topic of teaching as art or science. The paper examines and supports certain theories through describing the educator's role in teaching as an art or science, the interpretation of pedagogy and andragogy and the learning styles of students.
Outline
Introduction
Teaching as an Art or Science
Pedagogy vs. Andragogy The Instructional or Learning Theory
Conclusion
From the Paper "The concept of understanding any subject usually begins with objective or subjective information. Consequently the topic of the art and science of teaching is a combination of the two. Aside from theories art has many diverse definitions that include "a system of principles and methods employed in performance of a set of activities" and "a trade or craft that applies such a system of principles and methods" (internet source, 2005). Furthermore, Science is primarily defined as "methodological activity, discipline or study" as well as "knowledge, especially that gained through experience" (internet source, 2005). How do these definitions relate to the efforts of educational instruction?"
Defines and examines traditional pedagogical and more self-directed andragogical methods in leisure education, effectiveness, applicability and the centrality of an older adult's attitude to learning.
1,350 words (approx. 5.4 pages), 7 sources, 1999, $ 47.95
From the Paper "One of the principal challenges for the leisure profession in the next few decades will be the provision and management of learning programs for the elderly. The past two decades have witnessed an enormous growth in the demand for leisure education and as the population ages the need will become much greater. Since the 1970s education researchers have shown, however, that adult learning differs considerably from children's learning. In general adults are self-motivated, self-directed learners and ordinary pedagogical approaches do not fare well with such individuals. The term andragogy is used to describe "the process of helping adults learn or facilitating self-directed activities" and leisure professionals need a comprehensive understanding of andragogical principles as they apply to leisure education (O'Dell, 1997, p. 46). A review of the characteristics of ..."
Abstract This paper explains that the approach of "andragogy" is about allowing the learners' motivation and responsibility to lead them to a process of self-direction in their own learning. The author examines how John Dewey moulded the foundation for this approach to education.
Abstract A study designed to examine the learning styles of nursing students in undergraduate programs at the baccalaureate and associate level. Student age, gender, and academic performance in nursing courses is also investigated to determine the way in which these factors are associated with student learning styles. The purpose of the study is to assess the degree to which such factors represent important variables for nursing educators to consider in developing and implementing plans for retaining nursing students. As it has been suggested that a major factor responsible for student success or failure is the effectiveness of the teaching-learning process, it is hoped that the findings of the study will be useful in aiding nursing education programs to more fully respond to the learning needs of student nurses.
Contents
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Theoretical Framework
Organization of the Thesis
Literature Review
Andragogical Model vs. Pedagogical Model
Learning Styles and the Learner-Centered Approach
Kolb's Learning Cycle
Research Methodology
Research Design
Research Method
Data Analysis
From the Paper "As evidenced throughout the literature, extensive efforts have not been implemented to study the degree to which teachers do actually use a different style when teaching adults. Two seminal studies (i.e., Beder & Darkenwald, 1982; Gorham 1984, 1985) examined this area by investigating the following questions: Do teachers teach adults in a different way, and if so, what are these differences? In both studies, subjects were teachers who taught both adults and preadults. In the Beder and Darkenwald study, information was collected solely through a self-report questionnaire. Gorham used an adaptation of Beder and Darkenwald's questionnaire for the initial phase of her study, followed up with classroom observations of a small number of her sample for a second phase."
Tags: research, psycholofy, medical, nurse, care, health, adult, education, development
Abstract This paper discusses the theoretical framework upon which a patient education program for discharged patients might be based. It discusses Malcolm Knowles' andragogy model in the adult learning process and the self-care theory of Dorothea Orem. It applies these frameworks to not only the patient, but especially to the nurse, wherein a more active role in education is essential.
From the Paper "Adult learning in the patient education context presently takes many forms. Informing the patient of his/her condition, the steps to be taken to further evaluate and treat the condition and the measures and medications to be taken by the patient at that point is one example. Another may take the form of teaching patients how and when to use a glucometer to measure his/her blood glucose levels. Even the mere act of being a confidant can be a patient education experience. However, information dissemination does not imply true patient education. There is a need for implementing a structured and methodical educational program designed to encourage active, bidirectional adult learning instead of passive, unidirectional reception of relevant and irrelevant information."
