EL 7002 Assignment 5: Compare and Contrast Adult Learning Theories.
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This is a North Central University PowerPoint presentation (EL 7002) Assignment 5: Compare and Contrast Adult Learning Theories. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
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EL 7002 Assignment 5: Compare and Contrast Adult Learning Theories.
- 1. Week 5 Assignment: Compare and Contrast Adult Learning Theories log Teaching and Learning Orlanda Haynes North Central University School of Education Ed. D Student EL7002-8 - Spring 2016 Copyright Note: All images used in this presentation have been confirmed to be either in the public domain, of expired copyright status, licensed under the GNU Free Documentation License, or using creative commons license .
- 3. Main Concepts of Andragogy Student-Centered 1. Need to Know 2. Learners’ Self-concept 3. Role of the Learners’ Experience 4. Students Readiness to Learn 5. Students’ Orientation to Learning 6. Students’ Motivation to Learn
- 4. Student-Centered Curriculum Participatory approaches Combines multiple learning theories Well organized course content Measurable course objectives Self-directed learning Teachers’ roles changes to facilitators
- 5. Student-Centered Evaluation Tools Alternative assessments, also called authentic assessments
- 6. Main Concepts of Pedagogy Teacher-Centered Content model Transmittal of information and skills
- 7. Teacher-Centered Learners are dependent on teachers Teachers evaluate learning Students do not contribute Teachers share knowledge about course requirements
- 8. Teacher-Centered Students are motivated by external pressures
- 9. Compare and Contrast Andragogy The Learner is self- directed Responsible for his/her learning and evaluation Learners contribute experiences and skills Readiness to learn Pedagogy Learner is dependent on teacher Teachers assume total responsibility for learning Learner has little or no experience or skills Learner is motivated by external pressures
- 10. Compare and Contrast Andragogy Learning must be relevant to current or future lifestyles Learners want to solve problems or address future goals Learning objectives are organized around family and work schedules Pedagogy Learning is a process of acquiring prescribed knowledge and skills Curriculum is sequenced according to subject matters Learners are motived by external pressures
- 11. Best Practice Characteristics of Adult Learners Self-concepts of learners Learners’ experiences Readiness to learn Orientation to learning Motivation to learn
- 12. Best Practice Characteristics of Adult Learners Relevance for learning
- 13. Developing E-learning Content Basics for Student-Center Curriculum Inquiry based frameworks Self-directed learning Reflections Evaluating learning outcomes
- 14. Week 5 Assignment: Compare and Contrast Adult Learning Theory log Teaching and Learning Questions? Thoughts or Comments
- 15. References Elearning Industry. (2015). The adult learning theory – Andragogy – of Malcolm Kno wles. http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowle s Finlay, J. (2010, May 17). Andragogy (Adult learning) [Video file]. https://www.youtube.com/watch?v=vLoPiHUZbEw&feature=youtu.be Goddu, K. (2012). Meeting the challenges: Teaching strategies for adult learners. Kap pa Delta Pi Record,48 (4), 169-173. http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=ehh&AN=83629863&site=eds-live
- 16. References Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non- traditional college students. Journal of College Reading and Learning, 41(2), 87 -96. http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=t rue&db=eric&AN=EJ926365&site=eds-live Knowles, M. (1973). The adult learner: A neglected species. Houston: Gulf. Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. (Second Eds.). New York: Cambridge Books.
- 17. References Noor, N. M., Harun, J., & Aris, B. (2014). Application of the pedagogical and andrological model in web-based learning instruction among non-major computer. Science Students’ learning programming. 2014 International Conference on Teaching & Learning in Computing & Engineering, 106. doi: 10.1109/LaTice.2014.27 Ong-art, C., & Jintavee, K. (2016). Inquiry-based learning for a virtual learning community to enhance problem-solving ability of applied Thai traditional medicine students. Turkish Online Journal of Educational Technology, 15(4), 77-87.
- 18. References Rivenburg, C. R. (2016). Instructional design strategies and their effect on self- directed learning in online learning. Dissertation Abstracts International Sectio n A, 76 Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13(1). https://www.aacu.org/publications-research/periodicals/research-adult-learners-s upporting-needs-student-population-no
Editor's Notes
- [Read out loud]. Hello, everyone! I’m Orlanda Haynes. Thanks for joining the discussion on Adult Learning Theories. Let’s begin with a brief historical overview. As we know, Malcolm Shepherd Knowles (1913 - 1997), an American and living in the United States, was an adult educator (born in Montana to Dr. and Mrs. A. D. Knowles), and a pioneer in the field of adult education. He had a long and distinguished teaching history: Earn a Ph. D from the University of Chicago and held several professional titles, including National Youth Administrator, Director of Adult Education, Executive Director of the Adult Education Association, and associate professor. In 1959, he authored the first major adult learning theory—andragogy. In which he identified major adult learning styles and characteristics, including education and training approaches and how intrinsic—self-esteem and self-improvement factors—and extrinsic—career and socioeconomic factors—influence adults’ readiness, motivation, and orientation to learning. The concept of Andragogy was introduced by Alexander Kapp (a German Educationalist) and popularized by Malcolm Knowles. The word “andragogy” has its origin in the Greek language “andro meaning man or adult and agogos to lead— means to lead a man or adult. Knowles summarized his assumptions into six categories: (1) need to know, (2) learners’ self-concept, (3) role of the learners’ experiences, (4) students readiness to learn, (5) students’ orientation to learning, and (6) students’ motivation to learn. In doing so, he showed that adults’ learning, development, and educational needs are vastly different from those of children (Knowles, 1989, 1980). From this perspective, andragogy is student-centered. Its framework uses participatory approaches that incorporate students’ prior experiences, skills, knowledge, learning preferences, as well as multiple schools of thought including cognitive, humanistic, constructivism, and behaviorism in its curriculum development process. In Contrast, according to Knowles (1973), pedagogy—concept, and principles for educating children—are teacher-centered. In that, the approach places the responsibility for setting learning objectives, directing the learning process, and evaluating learning outcomes at the discretion of teachers. The theory originated in religious schools of Europe during the 7th and 12th centuries. The term is also derived from the Greek language. For example, the word paid—means "child" and ago guys means "leader of.“ As a whole, pedagogy refers to the education practice of teaching children. Originally, pedagogy framework was based on monks’ observations (children reactions) when they taught children basic learning skills. These teaching methods, for both adult and children, became commonplace in Europe and North America as elementary schools flourished during the 18th and 19th centuries. Now, that we have a jest of what the presentation entails, let's take a more detailed look at concepts and principles of andragogy and pedagogy.
- [Read out loud]. As this literature indicates, before and during the 1950s best practices for the education of children and adult were based, in part, on research that depicted how children reacted to systematic teaching, learning, and instructions. However, in the early 1960s education communities and adults alike begun questioning the effectiveness of pedagogical practices as it applied to adults’ learning and development. The major issue was that based on the pedagogical model, which included lectures, assigned readings, drills, quizzes, memorization, and standardized exams, the primary purpose of education was the transfer of knowledge and skills by trained educators such as teachers. However, a substantial number of adult learners complained that the curriculum structure did not comprehensively address their learning and development needs. Likewise, some teachers complained that students’ characteristics, as explained in the pedagogy models did not apply to adult learners. Consequently, as research showed, dropout rates among adult learners steadily increased.
- [Read out loud]. According to Knowles (1980, 1989), andragogy is based on assumptions about how adults learn. Research suggests that adult learners want to know the benefits of learning something new. Will it solve a current problem, for instance? They identify gaps in their skill sets; this usually results in the creations of plans to address perceived needs. Their self-concept (self-directness), prior experiences (solve problem and analyze future needs), readiness to learn (education or training objectives and goals), motivation to learn (influenced by intrinsic and extrinsic factors), and orientation to learning (self-directed), and approach to learning (self-study) play significant roles in their decision making processes. Therefore, they are self-motivated and ready to learn. Moreover, their orientation to learning includes a self-directed approach; a form of self-study that was used by Socrates, Plato, and Descartes, among others.
- [Read out loud]. Participatory approaches incorporate students’ prior experiences, skills, knowledge, and self-directed learning preferences through inquiry and discovery based curriculum formats (e.g., essays, PowerPoint presentations, scholarly). Program designers, including educators, use cognitive, humanistic, constructivism, and behavioral schools of thought to address variations in students’ learning styles. Moreover, courses contents are well-organized (clarity of assignments), clearly stated with the relevancy of subject matters (highlights historical and current perspectives), have measurable course objectives, and students have freedom to choose any topic that is reflective of course subjects and goals (self-initiated). During the development of adult education (late nineteen hundreds), self-directed learning gained momentum in the United States. Malcolm Knowles (1980) explained that self-directed learning, “is a process in which individuals takes the initiative, with or without the help of others . . .” (p. 18). Moreover, adult learners take responsible for education objectives, including goal setting and evaluation of learning outcomes. As such, they prefer educators to act as facilitators rather than teachers, which place the responsibility for knowing what skills and knowledge are needed and when learning should begin—in their hands. Therefore, this approach to curriculum development is student-centered rather than teacher-centered.
- [Read out loud]. Students’ learning outcomes are accessed by using alternative assessments (also called authentic assessments). That is, forms of assessments that require students to show or demonstrate (e.g., essays, presentations, PowerPoint, and portfolio work, among others), mastery of course contents. Such assessments are called alternative assessments because they differ from traditional assessment. For example, standardized tests (multiple-choice, fill in the blanks, and true, false choices) require students to select answers from lists rather than requiring students to show or demonstrate what they have learned.
- [Read Out Loud]. Pedagogy models are primarily content—transmittals of information and skills. The framework relies solely on teachers to decide what needs to be taught, when the course commences, how the content should be presented (e.g., lectures, readings, exercises, etc.), and which standardized assessment should be used.
- [Read Out Loud]. In this framework, students are not participatory learners; but rather, they are dependent on teachers to control the entire learning process, including evaluating learning outcomes, contributing experiences and skills (students have little or no experiences or skills to contribute.), and knowing what is necessary to advance to the next education level, learning is based on sequential subject matters
- [Read out loud]. Research suggests the majority of children are motivated by external pressures such as making high grades (As) and consequences for failure.
- [Read out loud]. As research informs us, the traditional pedagogical model emphasizes transference of information and skills from teachers to learners. Teachers, therefore, are responsible for all aspects of the learning process. Usually, students' motivations are the results of external pressures (e.g., fear of failure and competitiveness). On the other hand, andragogy assumptions provide information about how adults learn, as well as guidelines on how educators and education communities can assist adult learners with the process of learning.
- [Engage the audience]. Ask the audience if they have any questions or comments at this time.
- [Read out loud]. Knowles (1980 ) assumptions depict how adults learn. They also provide guidelines as to how educators and education communities can create the specialized curriculum for adult learners. The framework encompasses schools of thoughts that originated in fields of humanistic psychology. He described adult learners as autonomous, self-directed learners who prefer teachers to serve as facilitators rather than traditional teachers.
- [Read out loud]. He further asserted that the majority of adult learners perceived themselves as independent thinkers (self-concept) who create their educational goals and objectives. Many of whom come to educational environments with a wealth of experience and skills. They are usually self-motivated by needs to fulfill or address immediate issues that are school, work, or goal related. Therefore, acquisition of new knowledge or skills must be relevant.
- [Read out loud]. Research suggests, the curriculum designed for e-learning includes inquiry-based frameworks (IBFs), which allows for in-depth learning experiences including investigating theories and concepts, evaluating findings and results, drawing conclusions, and reflecting on learning processes. According to Rivenburg (2016), self-directed learning is a learning approach whereby students take responsibility for their learning, in part, by evaluating learning needs, creating learning goals and objectives, identifying educational resources and strategies, and by assessing learning outcomes. In essence, self-directed learning occurs when students take the initiative to learn something new or to upgrade current skills. Therefore, best practice for teaching in digital environments recommends the use of student-centered curriculum—expressly designed for adult students who participate in online learning environments.
- [Read aloud]. This concludes the presentation. Let’s take a few moments for questions, thoughts, or comments.