Relevant bibliographies by topics / Andragogy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Andragogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Andragogy"

1

Isbah, Faliqul, and M. Fairuz Rosyid. "‘Amaliyyah al-Andragogiya li Mu’allim al-Lughah al_juhûd li Tarqiyyah al-Kafâ’ah al-Tarbawiyyah." Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 5, no. 02 (June 18, 2021): 170–90. http://dx.doi.org/10.15642/alfazuna.v5i02.1042.

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Abstract: Teachers have an obligation to provide quality teaching. Therefore, teachers always try to develop pedagogical competencies. One of the paths taken by the teacher to achieve that goal is by practicing a lifelong learning culture or andragogy. Starting from this problem, this study aims to examine the learning culture of Arabic teachers in improving pedagogical competence. The principles and characteristics of andragogy theory are used to develop research. The study uses qualitative methods with interview data collection techniques. While the research subjects were Arabic language teachers at the High School level and equivalent in Pekalongan. Data analyzed with Miles and Hubermen stages include, data collection, data reduction, data presentation and drawing conclusions. The practice of andragogy of Arabic teachers in Pekalogan can be said to be good and centered on developing pedagogical and professional competencies while social and moral competencies are the driving force of teachers to do lifelong learning. Keywords: andragogy, Arabic language teacher and pedagogical competence. Abstrak: Guru memiliki kewajiban untuk memberikan pengajaran yang berkualitas. Oleh karena itu, guru senantiasa berusaha untuk mengembangkan kompetensi pedagogik. Salah satu jalan yang ditempuh oleh guru untuk mencapai tujuan itu ialah dengan mempraktikkan budaya belajar sepanjang hayat atau andragogi. Bertolak dari permasalahan tersebut, penelitian ini bertujuan untuk mengkaji budaya belajar guru bahasa Arab dalam meningkatkan kompetensi pedagogik. Prinsip dan ciri teori andragogi digunakan untuk mengembangkan penelitian. Penelitian menggunaan metode kualitatif dengan teknik pengumpulan data wawancara. Sementara subyek penelitian adalah guru bahasa Arab tingkat Sekolah Menengah Atas dan sederajat di Pekalongan. Data dianalasis dengan tahapan Miles dan Hubermen meliputi, pengumpulan data, reduksi data, penyajian data dan penarikan simpulan. Praktik andragogi guru bahasa Arab di Pekalogan dapat dikatakan baik dan berpusat pada pengembangan kompetensi pedagogik dan kompetensi profesional sementara kompetensi sosial dan moral merupakan daya dorong guru untuk melakukan belajar sepanjang hayat. Kata kunci: andragogi, guru bahasa Arab dan kompetensi pedagogik.
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Lestari, Winda. "Pengembangan Modul Pembelajaran Bahasa Inggris Berbasis Andragogi Pada Program Studi Pendidikan Biologi di Universitas Muhammadiyah Palembang." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 1 (January 1, 2021): 171–77. http://dx.doi.org/10.51276/edu.v2i1.114.

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Abstract: This study aims to produce an andragogy-based English module that is valid, practical and has a potential effect on student learning outcomes in semester 2 of Muhammadiyah University of Palembang. The research procedure used the Rowntree model, namely: planning, development, and evaluation. In the evaluation stage, Tessmer's formative evaluation model is used which consists of 5 stages, namely: self evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. The result of this research is an andragogy-based English module. Modules are declared valid after being validated by material, language, and module design experts. The results of the one-to-one evaluation of 3 students stated that the students who were the research subjects gave very good responses to the andragogy-based module. The module is declared practical based on the results of one-to-one evaluations and small group evaluations. The results of the small group evaluation of 8 students obtained an average value of student responses to all aspects assessed at 82.47 in the practical category. The module is stated to have a potential effect on student learning outcomes because at the field test stage for 31 students, an N-gain of 0.58 was obtained, including the moderate category. Suggestions for lecturers, students and universities that this andragogy-based module can be used in learning English as well as for other researchers this andragogy-based module can be used as a reference in developing similar research. Abstrak: Penelitian ini bertujuan untuk menghasilkan modul bahasa Inggris berbasis andragogi yang valid, praktis dan memiliki efek potensial terhadap hasil belajar mahasiswa di semester 2 Universitas Muhammadiyah Palembang. Prosedur penelitian menggunakan model Rowntree, yaitu: perencanaan, pengembangan, dan evaluasi. Pada tahap evaluasi digunakan model evaluasi formatif Tessmer yang terdiri dari 5 tahap, yaitu: self evaluation, expert review, one-to-one evaluation, small group evaluation, dan field test. Hasil penelitian ini adalah modul bahasa Inggris berbasis andragogi. Modul dinyatakan valid setelah divaliadasi oleh ahli materi, bahasa, dan desain modul. Hasil one-to-one evaluation terhadap 3 orang mahasiswa, menyatakan mahasiswa yang dijadikan subjek penelitian memberi respon sangat baik terhadap modul berbasis andragogi. Modul dinyatakan praktis berdasarkan hasil one-to-one evaluation dan small group evaluation. Hasil small group evaluation terhadap 8 orang mahasiswa memperoleh nilai rata-rata tanggapan mahasiswa terhadap semua aspek yang dinilai sebesar 82,47 dengan kategori praktis. Modul dinyatakan memiliki efek potensial terhadap hasil belajar mahasiswa karena pada tahap field test terhadap 31 orang mahasiswa diperoleh N-gain 0,58 termasuk kategori sedang. Saran bagi dosen, siswa dan Universitas agar modul berbasis andragogi ini dapat dimanfaatkan dalam pembelajaran bahasa Inggris dengan sebaiknya serta bagi peneliti lain modul berbasis andragogi ini dapat dijadikan acuan dalam mengembangkan penelitian yang serupa.
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3

‘Amalia Azis, Zia. "Pelaksanaan Pembelajaran Andragogi di Pondok Pesantren Al-Muayyad Windan Makamhaji Kartasura Sukoharjo Tahun 2019." Rayah Al-Islam 6, no. 2 (October 28, 2022): 210–35. http://dx.doi.org/10.37274/rais.v6i2.615.

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Abstrak Pondok Pesantren Al-Muayyad Windan memberikan pola pembelajaran yang sesuai dengan usia tersebut adalah pembelajaran andragogi. Dalam merealisasikan pembelajaran andragogi, pondok pesantren ini memiliki program pembelajaran lanjutan yang menunjang santri dalam mengambil peran di masyarakat. Sehingga peneliti bertujuan untuk mengetahui pelaksanaan pembelajaran andragogi di Pondok Pesantren Al-Muayyad Windan Makamhaji Kartasura Sukoharjo. Metode penelitian yang digunakan yaitu metode deskriptif kualitatif. Subjek penelitian ini adalah saudara Faisal Ibrahim selaku pengampu materi Fiqih sekaligus santri di Kelas Ulya dan santri-santri kelas Ulya, pengasuh dan ketua pondok PP Al-Muayyad Windan. Metode pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. Tehnik keabsahan data yaitu Triangulasi sumber dan metode, dan teknik analisis data menggunakan analisis interaktif dengan langkah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa proses pembelajaran, ada empat prinsip pembelajaran andragogi yang terangkum dalam tiga tahapan. Tahap pertama Praintruksional sesuai dengan prinsip pertama yaitu kesiapan belajar. Tahapan kedua Intruksional sesuai dengan urutan prinsip pembelajaran andragogi yang kedua yaitu participation (peran serta). Pada tahap ini sesuai dengan prinsip yang ketiga application (penerapan) yaitu menjadi pengajar di luar. Sehingga santri dapat belajar dalam keadaan baru di luar kelas sesuai dengan prinsip keempat yaitu transfer of learning (alih belajar), terakhir tahap Evaluasi. Abstract Al-Muayyad Windan Islamic Boarding School provides an age-appropriate learning pattern, namely andragogy learning. In realizing andragogy learning, this Islamic boarding school has an advanced learning program that supports students in taking a role in society. So that the researcher aims to determine the implementation of andragogy learning at the Al-Muayyad Windan Islamic Boarding School in Kartasura Sukoharjo. The research method used is descriptive qualitative method. The subject of this research is Faisal Ibrahim as the tutor of Fiqh material as well as students in Ulya Class and Ulya class students, caregivers and head of Pondok PP Al-Muayyad Windan. Methods of data collection using the method of observation, interviews, and documentation. The data validity technique is triangulation of sources and methods, and data analysis techniques using interactive analysis with steps of data reduction, data presentation, and drawing conclusions. The results of the study indicate that in the learning process, there are four principles of andragogy learning which are summarized in three stages. The first pre-instructional stage is in accordance with the first principle, namely readiness to learn. The second instructional stage is in accordance with the second andragogy learning principle, namely participation (participation). At this stage, it is in accordance with the third principle (application) which is to become an outside teacher. So that students can learn in new circumstances outside the classroom in accordance with the fourth fourth, namely transfer of learning), the last stage of evaluation
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4

Zaichko, N. V., S. V. Shevchuk, K. O. Zaichko, I. A. Samborska, and O. I. Shtatko. "Andragogy in higher medical education: features of implementation in fundamental and clinical disciplines." Reports of Vinnytsia National Medical University 26, no. 4 (December 24, 2022): 600–605. http://dx.doi.org/10.31393/reports-vnmedical-2022-26(4)-14.

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Annotation. The article summarizes the main aspects of andragogy - the science of adult education, considers key terms, and characterizes the principles and methods of andragogy. The regulatory documentation regulating the organization and requirements for the development of andragogical competence of teachers was analyzed; electronic resources of PubMed were studied; Google Academy with depth of bibliographic search 2012-2022; the experience of applying aspects of andragogy in the scientific and pedagogical work of the departments of biological and general chemistry and the department of internal medicine №2 of National Pirogov Memorial Medical University, Vinnytsya was analyzed and summarized. It is shown, that the effectiveness of the modernization of higher medical education in Ukraine, requires the formation of a new generation of scientific and pedagogical workers who are capable of self-improvement, self-development, and lifelong education. A scientific and pedagogical worker in the field of higher medical education must understand the basic principles of andragogy, constantly develop and improve his andragogy competence, and master the methods of mentoring, moderation, and facilitation. The application of the principles of andragogy in higher medical education is aimed at the formation of a competitive specialist capable of continuous professional development throughout life based on an atmosphere of freedom, creativity, tolerance, responsibility, an individual educational trajectory, and equal opportunities for subjects of study. The implementation of andragogic technologies and methods in institutions of higher medical education depends on educational goals and can vary in fundamental and clinical disciplines. Prospects for further research are the development of normative documents and recommendations on the methodology of andragogy for employees of a higher medical school.
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Setyawan, Cahya Edi. "Pendekatan Andragogi dalam Pembelajaran Bahasa Arab." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 2 (December 22, 2017): 317–34. http://dx.doi.org/10.14421/almahara.2017.032-07.

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The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adult-like adults. In learning Arabic there is a problem when adults begin to study the material that should be the same as madrasah tsanawiyah or aliyah. Teachers should treat like adults in the learning process, therefore adults as students should be treated appropriately. Teachers are no longer the main actors or as learning centers but teachers are only facilitators and students become learning centers. The learning process focuses on providing assistance to the participants to understand what is the focus of attention and problems. Arabic learning using Andragogi approach focuses on aspects of student self-concept in learning objectives, previous learning experiences about Arabic, readiness to learn new Arabic material with new environmental conditions, and orientation or ideals towards learning Arabic. Arabic learning model using Andragogi approach include the method of humanistic, constructiveness, and problem solving.
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6

Costa, Amália Fernanda, Regina Mara Silva Pereira, and Regina Mara Silva Pereira. "A lógica freudiana em andragogia / Freudian logic in andragogy." Brazilian Journal of Development 8, no. 3 (March 30, 2022): 21763–68. http://dx.doi.org/10.34117/bjdv8n3-397.

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7

Gitterman, Alex. "Interactive Andragogy." Journal of Teaching in Social Work 24, no. 3-4 (December 21, 2004): 95–112. http://dx.doi.org/10.1300/j067v24n03_07.

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8

NURFARUQI, MADJID. "PENERAPAN PRINSIP PEMBELAJARAN ANDRAGOGI DALAM Q.S AL-KAHFI AYAT 60-82 : STUDI DI PROGRAM STUDI MAGISTER PAI UIN SMH BANTEN." CENDEKIA: Jurnal Ilmu Pengetahuan 2, no. 4 (November 28, 2022): 296–305. http://dx.doi.org/10.51878/cendekia.v2i4.1685.

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The purpose of this research is to explain: 1) The principles of andragogy learning in Q.S al-Kahfi verses 60-82, 2) The principles of andragogy learning in the Islamic Religious Education Masters Study Program at UIN Sultan Maulana Hasanuddin Banten, 3). Application of andragogy learning principles in the Islamic Religious Education Masters Study Program at UIN Sultan Maulana Hasanuddin Banten and 4) Supporting and inhibiting factors in the application of andragogy learning principles in the PAI Masters Study Program at UIN Sultan Maulana Hasanuddin Banten. In this research, the approach taken is qualitative, namely research that produces data on the study of Al-Quran texts from three tafisr books (Ibnu Katsir, al-Mishbah and Jalalain) as well as descriptive in the form of written or spoken words from observable people in the form of interviews with seven respondents. The results of this study, 1) The principles of andragogy learning in surah al-Kahf verses 60-82 namely, self-motivation (verses 60-61), constructivism (63-64), learning contracts (verses 65-70), dialogic (verses 71- 78) and mastery learning (verses 79-82). 2) The principles of andragogy learning in the PAI Masters Study Program at UIN Sultan Maulana Hasanuddin Banten from the results of interviews include attention, motivation, activeness, direct involvement, interest, experience, dialogic, democratic, egalitarian, creative and analytical. 3) The application of the learning principle of andragogy in Q.S al-Kahf verses 60-82 in the Islamic Religious Education Masters Study Program at UIN Sultan Maulana Hasanuddin Banten is the principle of motivation and discussion, this principle is also applied by the lecturers in learning. 4) Supporting factors, namely the existence of sophisticated media such as Google Meet, Google Scholar, Google Classroom, Online Library, Zoom Meet and Voice Notes. In addition to sophisticated media, there must be infrastructure that can support learning as well as strategies, media, methods and evaluation of learning so that it becomes good learning. Inhibiting factors, students have limited time. Another inhibiting factor is a feeling of laziness to read. Tools and materials such as laptops and cellphones must be supported. ABSTRAKTujuan penelitan ini untuk menjelaskan: 1) Prinsip pembelajaran andragogi dalam Q.S al-kahfi ayat 60-82, 2) Prinsip pembelajaran andragogy di Program Studi Magister Pendidikan Agama Islam UIN Sultan Maulana Hasanuddin Banten, 3). Penerapan prinsip pembelajaran andragogy di Program Studi Magister Pendidikan Agama Islam UIN Sultan Maulana Hasanuddin Banten dan 4) Faktor pendukung dan penghambat dalam penerapan prinsip pembelajaran andragogy di Program Studi Magister PAI UIN Sultan Maulana Hasanuddin Banten. Pada penelitian ini pendekatan yang ditempuh adalah kualitatif, yaitu penelitan yang menghasilkan data kajian teks al-Quran dari tiga kitab tafisr (Ibnu Katsir, al-Mishbah dan Jalalain) serta deskriptif berupa kata-kata tertulis atau lisan dari orang-orang yang dapat diamati berupa wawancara dengan tujuh responden. Hasil penelitian ini, 1) Prinsip pembelajaran andragogy dalam surat al-kahfi ayat 60-82 yaitu, self motivation (ayat 60-61), konstrutivisme (63-64), learning contract (ayat 65-70), dialogis (ayat 71-78) serta mastery learning (ayat 79-82). 2) Prinsip pembelajaran andragogy di Program Studi Magister PAI UIN Sultan Maulana Hasanuddin Banten dari hasil wawancara diantaranya, perhatian, motivasi, keaktifan, keterlibatan langsung, minat, pengalaman, dialogis, demokratis, egaliter, kreatif dan analitis. 3) Penerapan prinsip pembelajaran andragogy dalam Q.S al-Kahfi ayat 60-82 di Program Studi Magister Pendidikan Agama Islam UIN Sultan Maulana Hasanuddin Banten adalah prinsip motivasi dan diskusi, prinsip ini diterapkan juga oleh para dosen dalam pembelajaran. 4) Faktor pendukung, yaitu dengan adanya media yang canggih seperti google meet, goole cendekia, google classroom, perpustakaan online, zoom meet dan voice note. Selain media yang canggih harus adanya sarana prasarana yang mampu menunjang dalam pembelajaran serta strategi, media, metode dan evaluasi pembelajaran agar menjadi pembelajaran yang baik. Faktor penghambat, mahasisiwa memilki keterbatasan waktu, Faktor lain yang menghambat adalah rasa malas membaca. Alat dan bahan seperti laptop dan handphond harus support.
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Sufirmansyah, Sufirmansyah. "Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era." Didaktika Religia 6, no. 2 (February 15, 2019): 351–70. http://dx.doi.org/10.30762/didaktika.v6i2.1111.

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This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies. تبحث هذه المقالة في تفعيل استراتيجيات التعلم الاندروجرافية للتعليم العالي في عصر الاضطراب. إن عصر الاضطراب كأثر للعولمة يتطلب سلامة مثالية للفرد حتى يتمكنوا من عيش حياتهم بشكل جيد. من المتوقع أن يتمكن الطلاب والمتعلمون فى الجامعة من التأويل والعمل حتى يتمكنوا من التعلم بفعالية من أجل مستقبلهم. يتم اختيار نهج نوعية البحث المكتبية من أجل تجميع مختلف المراجع ذات الصلة المتعلقة باستراتيجيات التعلم الاندروجرافية andragogical بطريقة شاملة. استنادًا إلى دراسات من عدة مراجع ، يمكن استنتاج أن الاندروجرافية وثيقة الصلة باحتياجات الطلاب كمتعلمين بالغين. الرغبة في التعلم ، والقدرة على التعلم ، ووسائل التعلم ، والحاجة إلى التعلم تصبح النظر في أهمية مفهوم الاندروجرافية andragogy لاحتياجات الطلاب. من ناحية أخرى ، فإن مبدأ الاندروجرافية هو أيضا تآزري للغاية مع تطوير استقلالية التعلم من المتعلم. أدى تطور عصر سريع للغاية من الاضطراب إلى تغييرات في أنماط التعلم ، من المعلم الذي يركز على الطلاب. يجب أن تؤخذ عملية التعلم الاندروجرافية بعين الاعتبار عن احتياجات المتعلم وبعض جوانب الفردية كالتفرد والإمكانات التي يجب تطويرها. إن الافتراضات التي تكمن وراء استراتيجيات التعلم الاندروجرافية في مؤسسات التعليم العالي هي أن الطلاب يجب أن يفهموا توجههم التعلمي ، وأن يكون لديهم مفهوم ذاتي عن المسؤول ، وأن يتعلموا خبرات حياتهم ، وأن يدركوا استعدادهم للتعلم ، والتعلم بشكل ملموس ، وتعزيز دافعهم الداخلي. يمكن تعظيم الاستفادة من استراتيجيات التعلم الاندروجرافية من خلال دراسة عملية التعلم في السياق ، وزيادة المشاركة في التعلم ، والاستفادة من تقدم العلوم والتكنولوجيا. يجب تحسين الإنترنت كمساعدات تعليمية حتى يتمكن الطلاب من فهم الظروف الحالية للبيئة التي سيواجهونها في العالم الحقيقي. وبالتالي ، يمكن التغلب على متطلبات عصر الاضطراب من خلال تفعيل استراتيجيات التعلم الاندروجرافية. Artikel ini mengkaji aktualisasi strategi pembelajaran andragogis bagi pendidikan tinggi di era disrupsi. Era disrupsi sebagai efek globalisasi menuntut integritas optimal dari seorang individu agar mereka dapat menjalani kehidupan dengan baik. Mahasiswa sebagai pembelajar dewasa diharapkan mampu memaknai sekaligus menyiasati agar pembelajaran yang mereka lakukan dapat berjalan secara efektif demi masa depan mereka. Pendekatan kualitatif berjenis library research dipilih dalam rangka merangkai berbagai referensi yang relevan terkait dengan strategi pembelajaran andragogis secara holistik. Berdasarkan kajian dari beberapa referensi, dapat disimpulkan bahwa andragogi sangat relevan dengan kebutuhan mahasiswa sebagai pembelajar dewasa. Desire to learn, ability to learn, means to learn, serta need to learn menjadi pertimbangan relevansi konsep andragogi dengan kebutuhan mahasiswa. Di sisi lain, prinsip andragogi juga sangat sinergis dengan pengembangan kemandirian belajar dari seorang pembelajar. Perkembangan era disrupsi yang sangat pesat mendorong perubahan pola pembelajaran, dari teacher centered menju student centered. Proses pembelajaran andragogis harus mempertimbangkan kebutuhan pembelajar serta beberapa aspek individualitasnya sebagai keunikan dan potensi yang harus dikembangkan. Asumsi yang mendasari strategi pembelajaran andragoogis di perguruan tinggi diantaranaya yaitu mahasiswa harus memahami orientasi belajarnya, memiliki konsep diri yang bertanggung jawab, mempelajari pengalaman hidupnya, menyadari kesiapan belajarnya, belajar secara konkret, serta menguatkan motivasi intrinsiknya. Adapun aktualisasi strategi pembelajaran andragogis dapat dimaksimalkan dengan cara mengkaji proses pembelajaran secara kontekstual, meningkatkan partisipasi dalam pembelajaran, serta memanfaatkan kemajuan ilmu pengetahuan dan teknologi. Internet harus dioptimalkan sebagai alat bantu pembelajaran agar mahasiswa dapat memahami kondisi terkini dari lingkungan yang ia akan hadapi di dunia nyata. Dengan demikian, tuntutan era disrupsi dapat diatasi melalui aktualisasi strategi pembelajaran andragogis.
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Abeni, El-Amin. "Andragogy: A Theory in Practice in Higher Education." Journal of Research in Higher Education 4, no. 2 (December 19, 2020): 54–69. http://dx.doi.org/10.24193/jrhe.2020.2.4.

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Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style are considered.
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Dissertations / Theses on the topic "Andragogy"

1

Weingand, Darlene E. "A Reminder about Andragogy." Association fo Library and Information Science Education, 1996. http://hdl.handle.net/10150/106094.

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This article summarizes the differences between teaching adults and teaching children. It evaluates the concept of andragogy â a term that describes the teaching of children â in order to conclude the major characteristics of adult learning. It also makes some suggestions for the development of curricula of graduate programs.
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Braxton-Brown, Greg. "Andragogy and a professional M.B.A. program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937687.

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Conroy, Jacqueline. "Increasing Known Performance Indicators Using Andragogy-Based Models." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5999.

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Variety of training models are used in large retail organizations in South Carolina. Large retail organizations have leaders educating their employees using multiple methods of training without regard as to how adults learn. Leadership of large retail organizations in South Carolina may be investing in training materials, concepts, and facilitation methods that may not have substantive impact on known performance metrics. Knowles' theory of andragogy has been at the forefront of adult education theory as it has led many researchers to explore new methods for adults to learn effectively. A quasi-experimental study was designed to determine if an andragogy based training models have influenced performance of employees measured by existing performance indicators. The data were collected from a t sample of 715 employees before and after an andragogy style training was administered. The data analysis, using paired t-test. showed significant variance in all three dependent variable metrics. Sales and credit card percent to goal metrics showed negative variance and item locate metric showed a positive variance thus providing quantifiable data from andragogy-style training. This study addressed the gap in the literature regarding the effectiveness of training adults using adult-learner methods and has the potential to contribute to positive social change by affecting the culture of how employers in large retail organizations are training their employees. Management for large retail organizations could find a higher return on investment the training as well as increased morale; while increasing retailer profits and potentially increasing career advancement opportunities and merit increases.
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Rohrer, Jonathan. "The specific application and evaluation of andragogy in seminary." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Espinoza, Larry David. "Advising Learning Method of Andragogy (ALMA): Or university soul." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280508.

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The purpose of this study was to investigate the hypothesis, can academic advising, based on the adult learning characteristics of andragogy, be an effective advising approach in assisting undergraduate students in their developmental learning, decision making strategies, and transition and adaptation into a university. This study examined two groups, each with ten graduating seniors, who were advised in the advising center of a large public institution of higher education in the Southwest. One student group was advised in the university's conventional advising manner; the second group was advised using the Advising Learning Method of Andragogy or ALMA. The methodology used to examine the hypothesis was done in the following manner: The quantitative stage, consisting of the ALMA Likert student survey and ALMA and Non-ALMA student group grade point average chart. These findings demonstrated an initial grade point average difference between the ALMA and Non-ALMA groups favoring the Non-ALMA group. While both groups improved their mean grade point average, the ALMA group's grade point average improved at a consistent pace as these students transitioned into the university, with both groups' mean grade point average reaching near convergence after five years. The qualitative stage, the survey and interview findings revealed that the ALMA and Non-ALMA groups were similar in their views that the university's large size, bureaucratic complexity, and limited advising resources had adverse effects on their success and sense of participation within the university community. The ALMA and Non-ALMA groups differed in several respects. The Non-ALMA group frequently mentioned the importance of outside support of family, friends, high school advisors, the use and retrieval of prior learned skills, and peer competition, while the ALMA group did not. The ALMA group frequently mentioned the importance of university OAS advising, technology, and study skills acquired at the university, while the Non-ALMA group did not. ALMA advising is not merely a change in the perspective method undergraduates use to access advising. ALMA represents a shift in the paradigm and approach taken in advising, which focuses on facilitating the development of the student's problem-solving skills and decision-making strategies.
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Cooke, James C. (James Clinton). "Malcolm Shepherd Knowles, the Father of American Andragogy : A Biographical Study." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278013/.

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This is a qualitative, single-subject, historical, and biographical study. Malcolm Shepherd Knowles is the subject of this research. The problem of the study is to explore the uniqueness of Malcolm S. Knowles in light of his contributions to adult education and to the andragogical model of adult learning.
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Hynes, James William. "The role of andragogy and self-directed learning in the draft horse industry." Texas A&M University, 2003. http://hdl.handle.net/1969.1/3907.

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The purpose of this study was to determine and understand the variables affecting the revival of the draft horse industry in the United States. A qualitative study was conducted using 31 purposively (Lincoln and Guba, 1985) selected draft horse industry participants who were drawn from three case studies, conducted in East Texas, Russia (Siberia), and Northern Indiana. Structured and semi-structured interviews were utilized. Major findings emerged with this research showed that the culture of practicality, inventiveness, and risk taking has allowed communities of individuals to achieve financial success where others have been forced to abandon their businesses and seek other sources of livelihood. Some of the findings stood alone with no seeming connection to the other findings. Other findings appeared to be intertwined with one another. All of the emerging findings contributed to the renewal and engagement of individuals in the draft horse industry revival. The findings are deliberately not listed in any particular order. The scope of the study did not include a method to determine whichfinding or series of findings preceded the others. The major findings to emerge from this study are as follows. Most of the participants in the revival were or are middle aged men and women. This finding melds well with another finding that determined the draft horse business was the second, third, or fourth career of the participants in this study. Many of the participants operate their businesses in rural non-farm locations. Owners and publishers of trade magazines played a pivotal role in this industry revival. Geography and international connections played a role. The Amish communities across the U.S. played a pivotal role in keeping relic technologies alive and maintaining seed stock for the revival of the draft breeds. Specific markets for horses and equipment have been carved out by many of the participants. Self-directed learning and andragogy were exhibited by almost all of the participants. The role of university and extension personnel in this revival was essentially non-existent.
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Sandoval, Peña Juan Carlos. "Retos y desafíos en un ambiente blended para el aprendizaje de las matemáticas de los primeros ciclos de estudiantes adultos." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/624344.

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La presente investigación “Retos y desafíos en un ambiente blended para el aprendizaje de las matemáticas de los primeros ciclos de estudiantes adultos”, plantea, desarrolla y evalúa los resultados y logros de aplicar una metodología de enseñanza-aprendizaje en un sistema semipresencial, al aprendizaje de las matemáticas en estudiantes adultos. El diseño de investigación es mixto. La población objetivo de la investigación está constituida por los ingresantes al programa de adultos de una universidad particular de Lima-Perú. El investigado para gestionar la intervención en la especialidad de Administración, considera que la población accesible está conformada por estudiantes elegidos aleatoriamente.
The present research "Challenges in a blended environment for the learning of the mathematics of the first cycles of adult students", proposes, develops and evaluates the results and achievements of applying a teaching-learning methodology in a blended system, to learning of mathematics in adult students. The research design is mixed. The target population of the research is constituted by those who enter to the adult program of a private university in Lima-Peru. The researcher to manage the intervention in the specialty of Administration, considers that the accessible population is made up of randomly chosen students.
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Stephenson, Julia Emily. "Novel aspects of computer-based learning (CBL) in genetics : pedagogy and andragogy." Thesis, University of Kent, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443756.

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Guedes, Renan Mastrange. "Percepção da experiência de aprendizagem em termos de motivação, engajamento e desenvolvimento de competências: um estudo no ensino de gestão de projetos por simuladores para pós-graduandos no Brasil." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-12072016-153955/.

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O desenvolvimento das telecomunicações e tecnologia da informação leva hoje uma parcela significativa da humanidade a ficar exposta a informações continuamente por meio da internet. São exemplos destas tecnologias inovadoras que estão revolucionando o acesso e proliferação de informações por meio das redes sociais e outras tecnologias como o Google, Facebook, YouTube, TED, Wikipedia entre outros. Desta forma, tornou-se viável com base nestas tecnologias o desenvolvimento de plataformas de ensino aprendizagem que vemos em MOOCs (Massive Open Online Course) como edX, nos EUA, e Veduca, no Brasil e os jogos sérios colaborativos com múltiplos jogadores (collaborative multiplayer serious games). Evidentemente estas tecnologias inovadoras de ensino-aprendizagem ainda estão no seu nascedouro e ainda têm muito potencial e desafios para vencer. Por outro lado, a universidade, a \"escola dos adultos\", também está longe da excelência de ensino e aprendizagem, embora o ambiente acadêmico no Brasil tenha evoluído muito em termos de ensino e pesquisa nos últimos anos por meio da atuação da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) e outros fatores, fica claro que ainda há uma grande lacuna a ser preenchida. Qualquer um que frequente o ambiente acadêmico no Brasil percebe uma situação comum onde há alunos pouco interessados em aprender e professores pouco motivados a ensinar. O INEP (Instituto Nacional de Estudos e Pesquisas do Ministério da Educação) apresenta no Censo da Educação proporções alarmantes quanto ao número de concluintes em relação ao número de ingressantes. Neste contexto, esta pesquisa busca identificar como a percepção de importância de métodos de ensino está relacionada com a experiência de aprendizagem do estudante, além de verificar a associação dessas características com as competências do gestor de projetos. Para cumprir tais objetivos foi realizada uma pesquisa exploratória descritiva em uma amostra de conveniência, com a aplicação de métodos combinados para a análise dos resultados. A percepção da importância dos métodos de ensino foi avaliada com uma escala de soma constante, enquanto a experiência de aprendizagem foi medida de acordo com a proposta de Ojiako et al (2014). Já as competências do gestor de projetos foram avaliadas de acordo com a proposta do PMI (2007). Os principais métodos utilizados na análise dos resultados foram análise de variância (teste de igualdade de médias para a percepção de importância das técnicas de ensino), análise fatorial (redução das dimensões que compõem a experiência de aprendizagem), análise de clusters (verificação da interelação entre experiência de aprendizagem e percepção de importância das técnicas de ensino). Com os grupos identificados na análise de clusters, foi realizada uma análise de correspondência para verificar a associação entre os grupos e a percepção do nível de competência adquirida para gerir projetos. Os resultados indicam que as técnicas ativas de ensino ainda apresentam baixa percepção de importância quando comparadas aos métodos tradicionais e que a experiência de aprendizagem está relacionada com essa percepção. Por fim, o perfil de aprendizagem e valorização das técnicas de ensino está associado com a percepção de competências adquiridas.
In a context with growing participation of technology and active learning techniques, this research verifies how importance perception of teaching techniques is related to student\'s learning experience and also asses how this characteristics are associated with project management competences. To accomplish its goals, an exploratory and descriptive research was conducted using a non aleatory sample, with multiple methods combined to data analysis. Importance perception of teaching techniques was evaluated wtih a constant sum scale, while learning experience was measured using Ojiako et al (2014) proposal. Project management competences were evaluated with PMI (2007) framework. Methods used in data analysis were analysis of variance (to assess mean differences in importance perception of teaching techniques), factorial analysis (dimension reduction of learning experience), clusters analysis (verify relationship between importance perception of teaching technique and learning experience). With groups identified in cluster analysis, a correspondence analysis was conducted to verify association between groups and project competences level perception. Results indicate that active techniques are still under evaluated when compared with traditional teaching techniques and learning experience is related with this perception. Finally, learning profile is related with competence perception.
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Books on the topic "Andragogy"

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Comparative andragogy: Monograph. Vilnius: Lietuvos mokslas, 2002.

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Martin, Lindsay. Helping adults learn: A theory of andragogy. [Sheffield]: Sheffield City Polytechnic, Department of Education Management for the Association for Recurrent Education, 1986.

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Jackson, Cynthia L. Designing programs for adults - let's not overlook andragogy. Washington, D.C: ERIC, 1990.

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Stähli, Albert. Management-Andragogik 1. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-662-08469-4.

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Maciejewski, Jan, and Wojciech Horyń. Nauczyciel andragog we współczesnym społeczeństwie. Wrocław: Wydawn. Uniwersytetu Wrocławskiego, 2010.

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Horyń, Wojciech, and Jan Maciejewski. Nauczyciel andragog u progu XXI wieku. Wrocław: Wydawn. Uniwersytetu Wrocławskiego, 2002.

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Maciejewski, Jan, and Jolanta Horyń. Społeczeństwo wielokulturowe wyzwaniem w pracy nauczyciela andragoga. Wrocław: Wydawn. Uniwersytetu Wrocławskiego, 2011.

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Sokolovskai︠a︡, E. A. Andragog v otkrytom obshchestve: Materialy rossiĭsko-polśkogo seminara. S.-Peterburg: Institut obrazovanii︠a︡ vzroslykh Russiĭskoĭ akademii obrazovanii︠a︡, 2000.

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Dräger, Horst. Pestalozzis Idee von der Einheit der Erziehung: Pädagogik, Andragogik, Politik. Frankfurt am Main: P. Lang, 1989.

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Wolfgang, Winkler. Individuation und Andragogik: C.G. Jungs Denken als Grundlage ganzheitlicher Erwachsenen-Bildung. München: Profil, 1989.

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Book chapters on the topic "Andragogy"

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Fidishun, Dolores. "Adult Learning/Andragogy." In Encyclopedia of the Sciences of Learning, 143–45. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_403.

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Glassner, Amnon, and Shlomo Back. "Three “Gogies”: Pedagogy, Andragogy, Heutagogy." In Exploring Heutagogy in Higher Education, 59–74. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4144-5_5.

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Wozniak, Kathryn. "Personalized Learning for Adults: An Emerging Andragogy." In Emerging Technologies and Pedagogies in the Curriculum, 185–98. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0618-5_11.

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Pike, Pamela D. "Learning Music as an Adult: Andragogy in Action." In The Adult Music Student, 3–11. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-1.

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"Andragogy." In Encyclopedia of the Sciences of Learning, 244. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_3143.

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Knowles, Malcolm S., Elwood F. Holton III, Richard A. Swanson, and Petra A. Robinson. "Andragogy." In The Adult Learner, 284–92. Routledge, 2020. http://dx.doi.org/10.4324/9780429299612-16.

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Knowles, Malcolm S., Elwood F. Holton III, Richard A. Swanson, and Petra A. Robinson. "Andragogy." In The Adult Learner, 18–50. Routledge, 2020. http://dx.doi.org/10.4324/9780429299612-3.

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Krajnc, A. "Andragogy." In Lifelong Education for Adults, 19–21. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-08-030851-7.50012-6.

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"Andragogy." In The Routledge Companion to Human Resource Development, 51–58. Routledge, 2014. http://dx.doi.org/10.4324/9780203386446-11.

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"My Initial Exposure to Andragogy." In Facilitating Adult and Organizational Learning Through Andragogy, 1–22. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch001.

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This chapter shares the author's first exposure to andragogy at Boston University, including the background and research foundation giving impetus to writing this book. Kapp from Germany coined the andragogy term based on Comenius' earlier conceptions stemming from educators in ancient times. Savicevic gave andragogy strength in Europe, shared it with Knowles who advanced it in the USA through application to human resource development (HRD) and viewing self-directed learning (SDL) as most important way to implement andragogy. Hadley developed/validated an andragogy/pedagogy measurement instrument. Simpson validated andragogy in the United Kingdom. Kabuga validated andragogy in Africa. Ingalls validated andragogy's nine dimensions for corporate managers' helping workers keep abreast and up to date with their various fields. Mezirow and Suanmali developed/validated with 174 adult educators' andragogy's charter with 10 SDL items.
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Conference papers on the topic "Andragogy"

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Flahive, Tadhg. "Andragogy Applications in ADCO Leadership Programmes." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2015. http://dx.doi.org/10.2118/177535-ms.

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Metlay, Suzanne T. "ANDRAGOGY IN EARTH SCIENCE TEACHER PREPARATION." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-287853.

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Ellis, Heidi J. C. "Andragogy in a web technologies course." In the 33rd SIGCSE technical symposium. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/563340.563417.

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Efgivia, M. Givi, Erminawati, Elli Fitriani, and Herni. "Analysis of Andragogy Theory and Practice." In 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.027.

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Appavoo, Perienen, Mrinal Sohoraye, Meera Gungea, and Vinaye Armoogum. "‘Webagogy’ - the next milestone after pedagogy and andragogy?" In 2016 IEEE International Conference on Emerging Technologies and Innovative Business Practices for the Transformation of Societies (EmergiTech). IEEE, 2016. http://dx.doi.org/10.1109/emergitech.2016.7737359.

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Ramnath, Sarnath. "Applying the Whole-Part-Whole Andragogy to Computing." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2925497.

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Ханжина, Ольга, and Елена Евсина. "PEDAGOGY AND ANDRAGOGY AS THE SOCIAL POLICY SPHERE." In CROSS-CULTURAL↔INTRA-CULTURAL COMMUNICATION: THEORY AND PRACTICE OF TRAINING AND TRANSLATING. Baskir State University, 2021. http://dx.doi.org/10.33184/miktipoip-2021-12-02.42.

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Barker, Steve, and Jeremy Smith. "Altered Andragogy: Lessons From Lockdown for Systems Engineering Education." In The European Conference on Education 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-1162.2021.15.

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Barker, Steve, and Jeremy Smith. "Altered Andragogy: Lessons From Lockdown for Systems Engineering Education." In The European Conference on Education 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-1162.2021.15.

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Rutherfoord, Rebecca H. "Andragogy in the information age educating the IT adult learner." In the 5th conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1029533.1029615.

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