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

A Theoretical Basis for Adult Learning Facilitation: Review of Selected Articles

The aim of this paper is synthesize a theoretical basis for adult learning facilitation in order to provide a valuable systematic resource in the field of adult education. The paper has reviewed 6 journal articles with topics ranging from theory of andragogy; the effect of globalization on adult learning; the contribution of Malcom Knowles; Constructivism as a theoretical Model for Adult Learning and the Relevance of Piaget and Neo-Piagetian theories on adult education. Each article was first summarized and then it was critically reviewed to reflect the current Africa realities on Adult Education. The overall finding is that African scholars have not been in the forefront in contributing towards theories of adult learning facilitation. The key theorists like Malcom Knowles, John Dewey, and Piaget are among many others who were born and trained in the west. So they theorized according to their own contexts. In the end a call is given to African academics in adult learning to push boundaries further in the field of andragogy in order to be applicable in the current socio-political and economic realities

Facilitating transfer for adult learners through cross-cultural e-learning

Benefiting from globalization and technology advancement, e-leaming is increasingly being used by work organizations for improving the skills of knowledge workers. However, most workplace e-leaming is too theoretical to impact on-the-job and ultimately fails to serve the organizations\u27 quest for success. The purpose of this literature review is to investigate the variables that affect transfer of learning, and to provide feasible strategies to enhance transfer of learning for international adult learners in cross-cultural online learning environments. By conducting a critical review of purposefully selected peer reviewed journal articles, this review highlights the relationship between cultural differences and learning style preferences of adult learners in e-leaming environments. The analysis of the literature review in this paper is presented as answers to questions which instructional designers, instructors and corporation managers might find relevant when working with cross-cultural learners in e-learning environments. The review suggests three steps to design cross-cultural online learning environments that enhance transfer: considering learners\u27 characteristics in training design; creating supportive learner environments for transfer; and incorporating strategies that elicit transfer. These findings can influence the practice of instructional designers in designing online learning strategies for cross-cultural adults

A Study of Prior Learning Assessment in Degree Completion

The purpose of this study was to examine the role of prior learning assessment (PLA) in postsecondary degree completion for adult community college students at Mountwest Community and Technical College (MCTC). The study group consisted of 339 MCTC graduates, who applied PLA credits toward degree completion between the academic year 2006 and 2011. A comparison group was comprised of 321 MCTC graduates from the same time period, who did not apply PLA toward degree completion. Descriptive statistics and logistic regression analysis found statistically significant relationships between time to degree completion and the application of PLA from military credits and institutional or state credit evaluations, but did not find statistically significant relationships between time to degree completion and standardized examination. Too few participants were identified from graduates applying PLA from portfolio and ACE evaluated corporate training for accurate analysis. In addition, statistically significant relationships were found between application of PLA credits and age at admission and the application of PLA and biological sex, but no significant relationship was found between the application of PLA and race/ethnicity. This study generated a profile of the categories of PLA most frequently used at MCTC, as well as the student characteristics that correlated with successful degree completion through the application of PLA. Results may be used to develop new administrative policies and procedures that guide advisors, faculty and staff in recruiting and retaining adult students

Development of sportsman students' autonomy in the educational environment of electronic information and foreign language teachers’ readiness to this process

The study addresses the major factors preventing foreign language (FL) teachers from effective use of electronic information educational environment (EIEE) at the institutes of higher learning (IHL) in Russia to develop learner autonomy. Upon holding interviews and taking polls of 60 respondents from three universities helped the authors find out that these factors include: sketchy knowledge of information and communication technologies among foreign language teachers; poor standards of material and technical resources capability at universities; inadequate readiness of FL teachers to apply new information and communication technologies; insufficient level of FL teachers motivation to use innovative ITs at work. The contributors have worked out a number of pedagogical conditions that should be provided at the IHL to clear the barriers mentioned above: gradual development of FL teachers readiness to use the EIEE (the IT competence acquisition based on learning management systems (LMS); FL teachers activity stimulation to work in the EIEE through creating modular courses); setting up the EIEE in the IHL, which can translate all e-learning possibilities into action, the LMS, software and documentation among them. The said pedagogical conditions have successfully been tested and implemented at RUDN University

Trends of development of adult education in the EU countries

У статті на засадах концепції неперервної освіти визначено сучасні тенденції освіти дорослих на початку ХХІ століття. На основі використання методів порівняльних досліджень (вивчення документальних та науково-педагогічних джерел, метод інтерпретації навчальних фактів, аналіз зарубіжних джерел) доведено, що набуття знань прогягом усього життя підвищує перспективи дорослої людини на ринку праці, підвищує якість людського капіталу, допомагає швидше адаптуватися до соціальних змін, сприяє самореалізації особистості

DOES A SECOND CENTURY RABBI’S TEACHING METHODS AND PROCESS ELEMENTS ALIGN WITH MALCOLM KNOWLES’ ANDRAGOGICAL FRAMEWORK?

Rabbi Akiva, a second century rabbi, used teaching methods and process elements that exercised his students’ mental and auditory faculties and their imaginations and bodies. This research study offers assistance to practitioners in the field of adult education as the aim of this work is to discover if alignment exist between Rabbi Akiva’s teaching methods and process elements and Knowles’ teaching methods and process elements. The late Malcolm Knowles is known as the father of American andragogy (Cooke, 1994; Henschke, 1998). And like Rabbi Akiva, Dr. Knowles was an adult educator. Both men used teaching methods and processes. For Knowles, he proposes teaching methods that compliment his six assumptions about the adult learner. Knowles also proposes eight process elements when teaching the adult learner. This is a qualitative research study which used historical research as the primary data collection tool. Knowles’ andragogical framework served as the data analysis tool. And the Babylonian Talmud served as the primary source. Several of Akiva’s teaching methods emerged including debate, question-answer, story-telling and chanting. This was strictly an oral teaching and learning environment; so, note-taking, for instance, was not permitted. Akiva’s process elements included intellectual preparation and the creation of an environment conducive for learning. Knowles’ andragogical framework was used as a grid to determine if there was any alignment between Knowles and Akiva. Many of Akiva’s teaching methods did align with those teaching methods suggested by Knowles that complimented his six assumptions about the adult learner. However, only Knowles’ process element of setting the climate aligned with Akiva’s creating a conducive learning environment. This study merely scratches the surface of plumbing the rich depths of Rabbinic Judaism; thus, this area of study affords ample opportunities for future research for both researcher and practioners of adult education. Nevertheless, this study showed that some teaching methods and process elements not only transcend culture but also time

FACULTY DEVELOPMENT IN THE UNIVERSITY SETTING: PERSPECTIVES AND PRACTICES

Using a two-stage, mixed-method strategy of inquiry that follows symbolic interactionism, this study explores professional development/faculty development (PD/FD) practices and perspectives in the university setting. Four Midwestern universities, two public and two private, provided the setting for the research. The primary purpose of this study was to answer the question: What is the experience university professors have with professional development/faculty development (PD/FD). The literature presents many studies for K-12 and community college faculties; however, there is a need to study the topic within the university subculture. On-campus PD/FD programs offer faculty opportunities to improve and expand their teaching methodologies yet not all faculty participate. In Phase One, 180 faculty members representing five academic ranks from various disciplines in the College of Arts and Sciences were invited to complete a Faculty Questionnaire concerning their PD/FD practice and perspectives. In Phase Two, faculty participants (n = 9), who came from a convenience sampling of Phase One participants, shared their experience during face-to-face interviews that followed a semi-structure protocol. Although the initial response rate was 36% with 54 participants, only 32 surveys, 21.3% of the total mailing, met the delimitations. Additionally, 22 % reported that they do not currently participate in on-campus PD/FD programs because they either do not believe the programs meet their needs or they believe the programs are elementary in nature. The results of this study are in agreement with the literature reviewed. Using inductive thematic analysis, PD/FD experiences may be classified along a time continuum from the developing faculty member¿s Teaching Assistant (TA) experience, where critical self-reflection and commitment to teaching develop, to the senior professor, where obtaining tenure and promotions take precedence. There are three main areas of perceived learning needs: research, pedagogy, and administrative-functions-related topics. With regard to pedagogy, for change to occur in the classroom from PD/FD programs three conditions are primary: positive role models from faculty, supervisors, or mentors; openness to change; and feedback or social interactions with students, other faculty, and administrators. One¿s self-directed learning practices and personal philosophy also contribute to faculties¿ attitude and participation in PD/FD. Recommendations for further studies are suggested

Students\u27 Stories About Internationalization Efforts in Technical Colleges: Transcending Learning Theories and Institutional Supports

Much of the research regarding internationalization practices pertains directly to four-year institutions, but community colleges are also called to prepare students for participation in an increasing collaborate and interconnected global world (Dellow, 2007; Treat & Hagedorn, 2013). The unique mission of technical colleges, in particular, is positioned to provide opportunities for this type of learning. This global learning curriculum gap at the community college level has also not been widely examined from the student perspective. This research addressed the gaps with regard to two-year technical colleges and student perspective and asks: How do students attending a technical college with an internationalized curriculum connect with the opportunity and assign relevance? Attendant questions included: 1) What aspects of an internationalized curriculum in their course of study draw student interest? 2) What types of learning opportunities in an internationalized curriculum do students suggest help them make connections to their personal lives, workplace or occupational interests? and 3) In what ways, if any, do students assign relevance to the learning experiences in an internationalized curriculum to their personal lives, workplace or occupational interests? Andragogy, transformative learning, and the tenets of global learning were used as a conceptual framework to help understand how these particular students’ lived experiences, roles, and interests extend and enhance the expected outcomes of an internationalized curriculum present in two technical colleges. Each of the 18 students participated in one-one-one interviews. Many also offered an artifact of their learning with a written reflection. These tools granted access to understanding their experiences with internationalized course curriculum. This study yielded three findings. First, students had meaningful connections with internationalized curriculum when they leveraged topics of personal, professional, or academic interest to them. Second, they drew from experiences both inside and outside of the classroom, which reinforced their learning. Third, despite students identifying the application of global learning in their occupations and workplace, they placed a stronger emphasis on working collaboratively with others. Additionally, three master themes of People, Place, and Occupation support the primary findings. Together, these findings and themes have implications for faculty, institutional leadership, and administration while pointing to future research in this area