Beginnings of the History and Philosophy of Andragogy 1833-2000

Andragogy had a very slow beginning over a period of almost one century as a term referring to the theory and practice of adult education. Numerous elements were involved in the seventy years it took to establish its foundation: starting in England and the USA; andragogy and human resource development (HRD); andragogy and self-directed learning (SDL); conflict between supporters and detractors; comparing European and USA perspectives; trust in learners\u27 abilities; scientific foundation of andragogy; skepticism and its counter-balance; and, antecedents of andragogy. Trends in usage and considering its possible benefits set the tone for the future of andragogy from 2000 forward

Flattening the Curve: Elements Impacting K-12 Teachers’ Technology Self-Efficacy with Distance Learning During COVID-19

The purpose of this research study was to examine the elements impacting K-12 teachers’ technology self-efficacy while implementing distance learning during a global crisis, specifically the COVID-19 pandemic. Through this examination, the gaps in teachers’ technology self-efficacy and learning opportunities may give teachers the assistance needed to hone skills that will enrich student learning within distance learning platforms. It will also provide insight for teacher education programs; school districts; and more specifically, teacher organizations within communities

Facilitating Veteran and Adult Students\u27 Learning and Retention in Engineering: Faculty-Student Partnership - A Model of an Evidence-Based Practice

With the growing number of adult and military veterans entering higher education, it is important to understand and incorporate the basics of andragogy in curriculum, course development, and the learning environment to facilitate learning and degree completion. Researchers in this S-STEM project funded by the NSF share observations of a student-faculty partnership that resulted from the development of a formal learning community. A series of targeted seminars were conducted that appear to have increased adult and military veteran engineering and technology students’ levels of connectedness and self-efficacy. Results of this pilot study are shared as an evidence-based practice to enhance adult and military veteran students’ learning and degree completion

The Adult Learner: Nature or Nurture?: A Case study of Teacher Educators and Teacher Learners

Adult learning is very broadly viewed in the literature. The wide-ranging gamut of views, include those that interpret adult learning not dissimilarly to child learning, all the way through to theorists that propose a separate set of considerations for adult learners. When it comes to learning, pedagogy was traditionally associated with child learners and andragogy was born from the need to find a separate niche for the adult learner. As such, pedagogy and andragogy may be positioned opposite to one another—as one pertains to the needs; characteristics; and, behaviours of the child, and the other of the adult learner. These chronological apportionments of pedagogy and andragogy do not properly address the influence of context on the learner. Context is multifaceted, and includes internal elements such as feelings; thoughts; and, behaviours—which are, the learner’s very nature. Further to this, context for the adult learner is external, and encompasses elements such as the learning environment; educators; and, work-place pressures and requirements. Understanding the contextual forces on adult learning, calls into question whether all adult learners function within an andragogical framework. A qualitative case study approach was used in the setting of teacher professional learning for primary science education in NSW, Australia, to garner a deeper understanding of adult learning. Participants, both teacher educators and teacher learners, provided insights into their learning journey. This study selected two external influences on the adult learner in this setting; the introduction of the NESA K–6 Science and Technology Syllabus (2012), which was the primary science education curriculum for NSW; and, the technological pedagogical content knowledge (TPACK) framework. In NSW, NESA is the independent statutory authority responsible for curriculum, assessment, teaching standards and school settings. Alongside the two external influences, the internal influence of teacher self-efficacy was used to better understand the adult learner. Teacher participant voice from interview gave rise to findings that illuminated the plasticity of the adult learner, moving between pedagogical and andragogical learner traits at various points in their learning journey, as well as transitioning in expertise. Adult learners were most successful in this study’s learning context when there was interplay between their internal learner forces (ILFs), their nature; and, external learner forces (ELFs), the nurture or environment. These findings may have potential for transferability to analogous professional learning contexts of the adult learner

Traditional classroom versus distance learning approaches in providing eduactaion for students at the College of Applied Science and Technology at RIT

This thesis discusses the current controversial issue of traditional classroom vs. distance learning approaches in higher education institutions using a case study in the College of Applied Science and Technology at RIT. The most important question addressed in the thesis is, Are distance learning methods effective for addressing university-level learning goals? (Kathleen Davey, 1999, p. 45). There are currently many disputes between educational researchers on this issue. The first four chapters cover details of the proposal stage as previously approved by the Thesis Committee. Chapter One briefly introduces this issue and several important terms used throughout the thesis (e.g., distance learning, traditional classroom, and self-directing learning). Chapter Two presents an in-depth review and analysis of educational and psychological theories and research literature. Chapters Three and Four present principal research questions explored in addressing this issue, as well as ways that relevant data was obtained and analyzed using an action research methodology. The next three chapters discuss the data collection and analysis stage. Chapter Five presents data secured from surveyed RIT administrators\u27 interviews and questionnaire responses. Chapter Six describes data collected and analyzed based on observations in both the traditional classroom and distance learning sections of the surveyed course. Chapters Seven and Eight provide the results of data collection and analysis activities completed for instructors and students in the same two sections. These chapters include operational definitions, visual graphs, tables, and analytical interpretations of the data collected. The last three chapters present conclusions based on the data and analyses previously documented. Chapter Nine discusses gaps between instructors\u27 teaching styles and students\u27 learning styles for the surveyed course. Chapter Ten compares RIT\u27s university learning goals with the viewpoints and performance of instructors and students in both the traditional classroom and distance learning sections, and recommends ways to alleviate the performance discrepancies detected. Chapter Eleven presents serendipitous findings and limitations of the study. The general answer to the most important question addressed in the thesis is that current RIT distance learning methods are not as effective as needed to fully comply with university-level learning goals. However, Chapter Ten concludes that both traditional classroom and distance learning methods can be much more successful in meeting these goals if RIT implements the recommendations presented in this chapter and explores other ways to enhance both environments of the education system

CORRELATION OF PERCEIVED QUALITY OF PROGRAM AND RETENTION AMONG ONLINE NON-TRADITIONAL PROFESSIONAL MANAGEMENT COLLEGE STUDENTS

Online learning for undergraduate college students has significantly grown in demand and allows for more diverse and nontraditional students (e.g., 24 years old or older, attend part-time, work fulltime, have dependents) to pursue a college education. Although research studies indicate that online education is just as effective and robust as traditional, face-to-face delivery, students in online courses have lower retention rates (Bawa, 2016). Understanding the students’ perceived quality of online programming, along with demographic variables, will provide insight to understand retention of undergraduate students within online programs. This post-positivists, correlational research study examined two research questions including the relationship between perceived quality of online instruction to perceived estimated retention of nontraditional, undergraduate online college students and the role demographic factors play in online student retention. Through a convenience sample using a Qualtrics survey, 163 students in the Professional Management Department at a small, midwestern university completed a four-part questionnaire consisting of demographic questions, SLS-OLE, API, and open-ended questions. Both descriptive statistics and nonparametric tests were used to find the relationships. Participants indicated overall high satisfaction (76.4%) and high intention of retention (96.9%). The results using Spearman rank order correlation indicated that there was no correlation between overall student satisfaction and estimated retention. Although overall student satisfaction could not predict students’ intention to persist, it does provide that the elements creating high levels of student satisfaction also contributed to the decision of intended program completion. Implications for practice include faculty getting to know their audience, provide a social presence within the online courses, and keep online learning management course design similar among degree program courses

Creation and evaluation of AnswersIn, a novel computer based teaching framework in gastroenterology

Background: There is currently little evidence of a theoretical base for the development and delivery of multimedia teaching in medicine. In this thesis I have; (1) reviewed the principles of adult learning and Instructional Design (ID) (2) proposed an evidence based model for a novel multimedia learning framework (3) developed the model (4) delivered the program to medical students who evaluated its functionality and content and (5) identified learning points for future investigators. Method: Interview style scripts were authored, recorded and integrated to produce “AnswersIn Gastroenterology”. A focus group based pilot study tested the robustness of the program and need for modification. Following a survey of medical student access to multimedia computers, AnswersIn was made available on the university server. The technical challenges of web-delivery were documented and the program made available to four consecutive student groups during their gastroenterology blocks. At the end of each block, students formatively evaluated the resource via a questionnaire. Additionally, the variety of data available using a web-tracker was examined as well as the effect upon usage of a series of advertising emails. Results: 8.5 hours of content were developed. The focus group recommended modifications which were implemented. The survey demonstrated that medical students have high levels of access to multimedia computers. Despite problems encountered during the implementation phase, a total of 178 students had access over four blocks. 21 percent considered AnswersIn as an alternative to lectures and 33 percent indicated that they would use AnswersIn as their main learning resource. Students gave reasons why they continued to favour traditional teaching methods but almost all stated that they would like to see AnswersIn extended to other subjects. Web tracking demonstrated that advertising increased usage. Conclusion: AnswersIn is a novel framework formulated using principles of adult learning and Instructional Design. Formative assessments indicate that students respond favourably to its introduction and its usage can be influenced by advertising

Description of Students' Sense of Community and Instructors' Philosophy of Education in a Distance-delivered Degree Program

This study used a descriptive research design to describe students' sense of community and instructors' philosophy of adult education in a distance-delivered agricultural education and communication master of science degree program. Study participants included 23 students and 8 faculty engaged in the program. Students' sense of community in the online learning environment was identified with the Classroom Community Survey (CCS) instrument. Instructors' philosophy of education was identified with the Philosophy of Adult Education Inventory (PAEI). Descriptive statistics were used to describe the data. Archival data, consisting of course syllabi were analyzed and themes identified. Findings and conclusions./ The distance-delivered degree program was implemented to respond to the educational needs of adults serving as County Cooperative Extension Service faculty and middle and high school agriscience teachers. Students in the distance-delivered program were older their campus-based cohorts and had an extendedSchool of Teaching and Curriculum Leadershi

USING SERIOUS GAMES DESIGNED THROUGH THE GAME ELC+ FRAMEWORK TO ENHANCE DEEP LEARNING IN HUMAN RESOURCES DEVELOPMENT

The traditional method of learning has been widely criticised for its limitations and inflexibility to application in non-educational settings. These observations about the traditional modes of learning have necessitated the contemplation and discovery of new approaches embracing technological tools that advances better learning experiences. Hence, new technological innovations, such as Stronger Game or Serious Games (SGs) have been embraced as more effective methods of achieving deep learning. The application of serious game has indeed, gained traction in both the formal educational and human resource (HR) settings, especially for employees’ training and development. Thus, the core question of this PhD research is hinged on whether the SGs are more effective in creating deep learning in adult learners, compared to the more traditional teaching methods. To respond to this query, the study examines the traditional and SGs learning approaches, in order to ascertain which is more effective in creating deep learning in adults, in addition to achieving human resource training and development. To guide the design and development of SGs to support adult DL, this research proposes a pedagogical framework referred to as the Game ELC+ framework that comprises four learning theories namely: The Game (Elements) within the Yu Kai Chou's Octalysis Framework; Bloom Taxonomy’s Player (Learning) Levels; (Cognitive) Theory of Multimedia Learning; and the Ruskov’s four evidence of Deep Learning (+). This framework provides the standard for measuring DL in the design of SGs. The research instruments developed include a traditional andragogical test which uses e-Learning materials containing ten different learning scenarios in the context of workplace HR scenarios, and a digital Serious Game using exactly the same content and scenarios with the traditional andragogical test. ANOVA was utilized as the data analytical approach for comparing the mean score of learners using serious games and the tradition eLearning platforms. The study hypothesised that deep learning can be achieved through the SGs and that it is more effective than the traditional andragogy. It further asserts that participants who used the SGs achieved a higher learning outcome than participants in traditional process. Participant observation during the testing phase suggests that the participants interacting with the SGs demonstrated high level of engagement and curiosity, when compared to participants who used the traditional eLearning platform. The study findings validate the hypotheses. By implication, the SGs designed according to the Game ELC+ framework results in improved learning outcomes. In summary, the findings claim that incorporating SG elements in HR training and development can improve professional practices and mitigate some of the challenges experienced by human resource in the traditional learning environment

Comparing the American and European Perspectives on the International Concept of Andragogy and the Implications for the Development of Adult Education Theory and Practice

In this research paper we present a thorough picture of both the American and European perspectives on andragogy. We believe this to be much needed in the ongoing development of what many erroneously consider a static concept