Abstract
The paper looks at how Malcolm Knowles introduced his theoretical basis for andragogy in the early 1980s and it has gained distinction among theories for adult learning. The paper discusses how in the main, the introduction of andragogy received much attention that has since been informing most of the theoretical streams in adult learning theory. The paper explains that focused on the contextual and motivational aspects of learning impacting adults, Knowles extended theoretical thinking on the role of the learner.

From the Paper
"Adult learning theory is a field of dynamic study and practice that encompasses a broad range of frames or ways of thinking about learning for adults. Additionally, research and theory on the topic of adult learning is a complex field with a voluminous body of knowledge. Often the topics for discussion and the theories are less discrete or granular and, rather, bleed across boundaries lacking black and white detached models. Adult learning theory has been described as, "an ever-changing mosaic where old pieces are rearranged and new pieces are added" (Merriam, 2008, p. 94). In the last few decades, considerable scholarship has been devoted to the..."

Tags:knowles, andragogy, learners

Abstract
The paper relates that Knowles was the first to use the term "adult learner" in relation to education ("What", n.d.), and, according to Knowles, his term "andragogy" is Greek meaning "adult learning" ("What", n.d.; "Adult", n.d.). The paper then looks at how much discussion has occurred as to how an adult learner can be defined. The paper discusses how initially the term "adult learner" was meant to suggest anyone of adult age that was pursuing a formal degree, yet, it became evident over time that the adult learner did not necessarily have to be pursuing a degree, but could be in pursuit of life change that required gaining knowledge.

Tags:malcolm, knowles, edu

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."

Tags:existentialism, perennialism, reinforcement, punishment, student

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 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."

Tags:baby, boomers

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)."

Tags:andragogy, healthcare, adult

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."

Tags:andragogy, environment, stimulus-response, goal-setting, teacher-centered

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."

Tags:collaborative, andragogy, participative, contingency, transformational

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?"

Tags:education, methods, theory

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.