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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Andragogy in the ClassroomTargeting Our Adult Learners

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