Dissertations / Theses: 'Andragogy'

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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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Richards, Lance Jonathan. "Developing a decision model to describe levels of self-directedness based upon the key assumptions of andragogy." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2685.

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As workplace demands change, a need has developed for alternatives to traditional education. With advancements in electronic telecommunication technologies, distance education has become a viable alternative to traditional classrooms for working professionals. Efficiency and cost effectiveness are driving many programs to place oncampus students and distance students in the same courses at the same time. This phenomenon has resulted in the placement of students with vastly different backgrounds, levels of expertise, and levels of motivation in the same classrooms. Often a professor will teach to one learning style, leaving some students in the dust, never to get on track. Without face-to-face contact with an instructor, this can leave distance education students feeling isolated and alone. There is a continuing need for the development of alternative instruments to assess self-directed learning (Brockett & Himestra, 1991). We must develop a means of determining an individual??s readiness for self-directed learning, as well as a device for measuring the efficiency of programs designed to foster the attitudes and skills which are involved in increased self-directedness in learning (Guglielmino, 1977). Self-directed learning readiness is important to a learner??s success in distance education programs. Inorder for an educator to tailor instruction to the unique attributes of each student, there is a need for an instrument that will identify the learner??s stage of self-directedness or degree of dependency and for an instrument that will determine the educator??s default teaching style at the beginning of a course. Such an instrument will help instructors increase their learners?? level of self-direction and will improve the overall quality, student satisfaction, and student retention in distance learning courses. The purpose of this study is to develop and pilot test two instruments based upon the Staged Self Directed Learning Model (Grow, 1991) and the key assumptions of andragogy: one measuring the self-directed learning readiness of a student in the context of an individual course and the other measuring the teaching style of the instructor in the context of the same course. The data will be analyzed and given to the instructor to give him/her an idea of the self-directed learning readiness level of students enrolled in the course. A report will be generated to show matches and mismatches between the instructor??s teaching style and the self-directed learning readiness level of the students. A decision model will be developed to suggest teaching strategies that minimize mismatches and facilitate the growth of students from dependent to self-directed through the course.

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Tamašauskas, Algirdas. "Andragogų rengimo kokybės parametrų modeliavimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140205_102317-82154.

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Studijų kontekste ryškus nuolatinis studijų kokybės užtikrinimas, kurių viena reikšmingų sudedamųjų dalių – studijų kokybės vertinimas. Vienas iš pagrindinių tikslų yra suaugusiųjų mokymo kokybės užtikrinimas, nes dėl prastos kokybės suaugusiųjų mokymo paslaugų sulaukiama menkų mokymosi rezultatų. Nors itin plačiai diskutuojama studijų kokybės klausimais tačiau stokojama platesnių mokslinių diskusijų andragogų rengimo kokybės parametrų modeliavimo aspektu. Būtina aprūpinti darbo rinką profesionaliai parengtais andragogais, kurie gebėtų teikti kokybiškas švietimo paslaugas, o jų poreikis yra didelis. Mokslinė problema - kokie aukštojo mokslo kokybės parametrai laiduoja sėkmingą andragogo profesionalo rengimą? Tyrimo tikslas - teoriškai išanalizuoti ir empiriškai pagrįsti andragogų rengimo kokybės parametrus modeliavimo aspektu. Tyrimo objektas - Andragogų rengimo kokybės parametrai. Tyrimo uždaviniai: • Atlikti teorinę analizę aukštojo mokslo, andragogų rengimo kokybės modeliavimo aspektu. • Išanalizuoti švietimo dokumentus (europiniu, nacionaliniu instituciniu lygmenimis) andragogų rengimo kokybės klausimais. • Atlikti andragogų bakalaurų rengimo kokybės KU TSI analizę. • Ištirti besimokančiųjų ir baigusių studijas požiūrį į andragogų rengimo kokybę Tyrimo metodai: teorinė analizė, modeliavimas, dokumentų analizė, atvejo analizė, ilgalaikis stebėjimas, dokumentų analizė, pokalbis, anketavimas. Apibendrinta teorinio ir empirinio tyrimo analizė patvirtino tyrimo hipotezę -... [toliau žr. visą tekstą]
Studies in the context of striking a continuous study of quality assurance, with one significant components - Studies quality assessment. One of the main objectives of adult education quality assurance, because the poor quality of adult learning leads to poor learning outcomes. Although the widely-discussed study quality issues but lack the broader scientific debate andragogues training quality parametric modeling aspect. It is necessary to supply the labor market professionally prepared andragogues who are able to provide a quality education, and the need for them is great. The scientific problem - what higher education quality parameters ensures the successful andragogue professional preparation? The aim - to analyze theoretically and empirically based andragogues training aspect of quality parameters. The object of investigation - Andragogs training quality settings. Objectives of the study: • To perform a theoretical analysis of the higher education and training andragogues quality modeling perspective. • Analyze the educational documents (European, national institutional levels) andragogues training on quality issues. • Perform quality andragogues undergraduate training at KU TSI analysis. • Investigate and trainees who have completed their studies approach to training quality andragogues. Research methods: a theoretical analysis, simulation, analysis of documents, case studies, long-term observation, document analysis, interviews, questionnaires. Summary of... [to full text]

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Anderson, Elena. "Convergence of andragogy and e-learning to facilitate employee engagement in the workplace learning." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214045/1/Elena_Anderson_Thesis.pdf.

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Workplace learning presents a range of challenges imposed by a lack of understanding of how to engage a mature aged workforce in e-learning practices. Noteworthy, there is potential for andragogic principles to facilitate engagement in workplace e-learning. Therefore this study seeks to investigate how to engage a mid-career workforce through theory-driven convergence of andragogy and e-learning. This study found that engagement is highly dependent on ‘e-learning readiness’ by both employees and organisations. Also, despite being mature mid-career workers, age characteristics were not considered a barrier to being e-ready; however, educational level and cultural background appeared to be key challenges.

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Overå, Christina. "Den seniora studenten : Seniora 50+ studenters behov och krav på anpassad pedagogik." Thesis, Umeå universitet, Pedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-125963.

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För att möta en framtid där medelåldern bland Europas befolkning blir allt högre har Europeiska unionen riktat fokus på frågan om hur förvärvsfrekvensen i de högre åldersgrupperna kan höjas. Genom att anta en policy avseende det livslånga lärandet uppmanar EU sina medlemsländer att skapa nya förutsättningar för att förverkliga detta mål. Utifrån detta fokus på möjligheten att studera även i hög ålder har föreliggande studie utgått från seniora studenter i åldern 50+. Studiens syfte har varit att studera behov av och krav på anpassad pedagogik som den yrkes- och livserfarna seniora studenten har för att kunna tillgodogöra sig undervisning vid högskola och universitet. Studiens teoretiska perspektiv har utgått från sociokulturell teori och andragogik. Studien är byggd på vad den seniora studenten som individ upplevt samt hur omgivningen och dess krav ser på seniora studenter som grupp. Insamlandet av data har utgjorts av semistrukturerande intervjuer med sju individer som är 50+ och varit aktivt studerande på svensk högskola eller universitet under vårterminen 2016. Intervjuerna genomfördes utifrån frågeställningar om behov, krav och anpassad pedagogik. Svaren har analyserats utifrån interpretativ fenomenologisk analys, i relation till teorier och tidigare forskning. Studiens resultat visar att den seniora studenten inte ser att det egna lärandet har förändrats över tid men att förutsättningarna har förändrats. Den seniora studenten har behov av att bli bemött som vuxen ansvarstagande individ och att den erfarenhet som följer med ska ses som ett positivt komplement genom att bidra till förening av teori och praktik i lärsituationen. Den seniora studenten har krav på kvalitetssäkrad undervisning och vill lyfta frågan om validering av tidigare erfarenheter samt bidra med sin erfarenhet för en anpassad pedagogik. Studien visar att den seniora studenten vill ha insyn och vara medbestämmande, men att de seniora studenterna i föreliggande studie inte är kravställande varken individuellt eller som grupp.

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Masier, Darren J. "Teachers' Pedagogy through Andragogy: Facilitating Learning in Secondary Education Students by Incorporating Self-Directed Learning." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03312010-112410/.

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In a qualitative analysis, based upon three cases of mid-career1 secondary education teachers, their strategies, philosophies, modalities, and student expectations were analyzed in an effort to understand the extent to which self-directed learning (SDL) can impact the success of studentsâ learning. These practical implications of the study by experienced teachers supported and also challenged theoretical concepts of primarily Piaget, Knowles, and Vygotsky, but also examined those of Bloom and Wlodkowski. Specifically, results demonstrated that the incorporation of some adult learning methodologies into secondary education environments has contributed significantly to the effectiveness of these teachers. Perhaps this knowledge can guide future research into how to best identify and further develop secondary education teachersâ pedagogies to utilize SDL techniques in the 21st century classroom.

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Thiel, Robert A. "A Mixed-Methods Study on Impact of Teaching Methods for Andragogy in an Informal Setting." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158739437463573.

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Merritt, Jennifer. "Individualized Instruction as a Faculty Training Strategy for Technology Integration." NSUWorks, 2017. http://nsuworks.nova.edu/gscis_etd/1013.

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It is inevitable that campus-based higher education will adopt some form of a hybrid learning approach. For schools and their faculty members, this means the acknowledgment and acceptance of these changes are required. Campus-based higher education faculty members wish to change how they teach courses due to societal demands to better suit the next generation of students. Initially, schools began offering new technology to faculty that wished to use the technology; however, over the years, due to the demands of competition with other schools and next generation, tech-savvy students entering academia, schools are starting to require the use of technology that was once only an option for faculty members. This implementation of incorporating technology into the classroom has faced several roadblocks because what was once considered a simple transition has become more complex due to faculty resistance to new technology, which stems from various limitations, barriers, and perceptions, such as low computer self-efficacy, high computer anxiety, and time to learn new technology. The purpose of this study was to understand how in-service faculty experience individualized training as a method of teaching faculty how to use the technology and integrate it into their courses. The lived experiences and perceptions of in-service faculty regarding individualized training were specifically focused on to determine how individualized instruction was perceived to help or hinder integrating technology into their courses. The focus was the experience Harper College and McLennan Community College’s in-service faculty, who experienced training through the group training currently offered by the schools, as well as the proposed individualized training. Higher education faculty from general study areas, such as English, math, and science were invited to participate. The study consisted of a 6-week individualized training program for 12 in-service faculty members (seven completed the study) who previously participated in a group training program about Blackboard. The study was a phenomenological approach in that used interviews to gather information regarding the lived experiences as the basis of analysis. The data for this study were gathered, horizonalized, and analyzed through a 7-step data processing method for phenomenology studies. After the data were analyzed, the findings show how developing a good individualized training program can help in-service faculty members not only integrate technology into their course designs but address any of the limitations or barriers the faculty faced. These findings coincide with the recommendations that training programs need to be developed into a phased approach in which the existing group training should continue but a secondary training program should be developed that incorporates andragogy-based principles and the technological pedagogical content knowledge (TPACK) framework.

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Overå, Christina. "Seniora studenters upplevelser och erfarenheter vad avser motivation, lärande och barriärer : En intervjustudie bland äldre högskole- och universitetsstudenter." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-117101.

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Höjd pensionsålder och ökad livslängd har medfört att fler personer arbetar allt högre upp i åldrarna. Detta faktum tillsammans med snabbare samhälls- och teknikutveckling, samt en ständig efterfråga på ny kunskap och personlig utveckling, förstärker behovet av ett livslångt lärande. Denna bakgrund ramar in studien vars syfte varit att undersöka den seniora studentens upplevelser och erfarenheter av att vara äldre i en lärsituation där normen och lärandet är utformat efter yngre studerandes situation, behov och inlärning. Metod som använts för insamlandet av data har utgjorts av semistrukturerade intervjuer med sju individer som har erfarenhet av att vara seniora studenter. Ur intervjuerna utkristalliserades teman som sedan analyserats genom Interpretativ Fenomenologisk Analys i relation till tidigare forskning och teorier. Resultat som motivationens betydelse, utbildningsmöjligheter och omgivningens påverkan visade på olika faktorer som fått individen att ta steget in i ett seniort lärande. Gemensamt är att detta steg är stort och visar på en bredd av individuella faktorer som styr, med den gemensamma nämnaren av att ha genomgått ett inre och yttre förändringsarbete. Baserat på tidigare forskning visas att det finns en växande grupp av seniora studenter. För att möta det kommande behovet bör det tas ett helhetsgrepp på hur utbildningsväsendet ska uppnå Europeiska unionens direktiv på det livslånga lärandet i praktiken vilket även gäller äldre studerande med en tidigare högre utbildning.

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Oliveira, Jackes Teixeira de. "A aplica????o da andragogia na educa????o a dist??ncia pelos profissionais de treinamento e educa????o corporativa." Universidade Cat??lica de Bras??lia, 2018. https://bdtd.ucb.br:8443/jspui/handle/tede/2400.

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Seventy-eight percent of workers in the Brazilian industry have only a High School diploma. Therefore, organizations need to develop in-house educational actions to reach their goals. According to previous studies, face-to-face training has been slowly replaced by distance learning and professionals who work in corporate education do not have the pedagogical training to ensure their proposals are efficient and effective. Thus, the present study mapped key andragogic processes that must considered by these professionals and inquired whether they have been used in distance learning work routine. The results show that the application of andragogy to distance learning educational actions was a challenge to most interviewees.
Setenta e oito por cento dos trabalhadores da ind??stria brasileira possuem a forma????o educacional at?? o Ensino M??dio completo, e desta forma as organiza????es necessitam desenvolver a????es educacionais internas para que os objetivos tra??ados sejam alcan??ados. De acordo com estudos j?? realizados, estas a????es est??o aos poucos sendo substitu??das da modalidade presencial para ?? dist??ncia, e os profissionais que atuam com os processos de Educa????o Corporativa n??o t??m a forma????o pedag??gica necess??ria para garantir a efici??ncia e efic??cia em suas proposi????es. Sendo assim, esta pesquisa mapeou os importantes processos andrag??gicos que devem ser considerados por esses profissionais e pesquisou se estes j?? os utilizam em sua rotina de trabalho no que se refere ?? educa????o a dist??ncia. Os resultados da pesquisa mostram que a aplica????o da andragogia para a????es educacionais EaD ?? um desafio para a maior parte dos entrevistados.

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Domingos, Mateus Filipe. "Business game, uma contribuição para a aprendizagem no mundo corporativo." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/18202.

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The research deals about business ERP-SIM game, one IBTA tool, Brazilian Institute of Advanced Technologies, we bring the study of analysis and results of students who played the Business ERP-SIM game as a tool for development and learning promotion for professionals in the corporate world, where the target audience is owned by andragogical mode. We focus our writing instrument (questionnaire) with issues related to Marketing. During the research we seek to bring concepts related to andragogy, meaningful learning of Ausubel. Games in general and gamification, business game, investigating the ways of how does learning the game especially in game companies. Regarding learning theories and approaches, we brought a brief account of Skinner behavioral, social cognitive, historical and socialization Vygotsky, and it is through these approaches that happens to promotion of learning and insertion apprentice in half or corporate group. This has been confirmed by the fact that some corporate executives to encourage their employees to participate in training that accelerate and promote learning with content from various fields of expertise and organizational projects. Currently the business games are used as an aid in learning tool for training in various areas at universities, especially in business administration courses, thus ensuring the future managers a significant baggage to face the real world of business. Theoretically we rely on concepts covered by major authors: Bellan, Gramigna, Sauaia Martinelli, Huizinga, Kirby, Piaget, Karl Kapp, Malcolm Knowles, Moreira, Vygotsky, Ausubel among others, adopting concepts related to learning through the intermediary of the business game. The survey also brings the analysis of some steps taken in the game to promote learning the light of the approaches and theories of Vygotsky
A pesquisa trata acerca de business game ERP-SIM, uma ferramenta do IBTA, Instituto Brasileiro de Tecnologias Avançadas, trazendo a análise de estudo e resultados de alunos que jogaram o Business game ERP-SIM como ferramenta para desenvolvimento e promoção da aprendizagem para profissionais no mundo corporativo, onde o público-alvo é pertencente à modalidade andragógica. Focalizamos nosso instrumento escrito (questionário) com questões relacionadas ao Marketing. Durante a pesquisa procuramos trazer conceitos relacionados a andragogia, aprendizagem significativa de Ausubel, games em geral e gamification, business game, investigando as formas de como se dá a aprendizagem no game, especialmente nos jogos de empresas. Em relação às teorias da aprendizagem e às abordagens, trouxemos um breve relato behaviorista de Skinner, sociocognitivo, histórico e socialização de Vygotsky, e é através destas abordagens que acontece a promoção da aprendizagem e a inserção do aprendiz ao meio ou grupo corporativo. Isto tem sido confirmado pelo fato de alguns executivos de empresas incentivarem seus funcionários a participarem de treinamentos que acelerem e promovam a aprendizagem com conteúdos de diversas áreas de atuação e projetos organizacionais. Atualmente, os jogos de negócio são usados como ferramenta de auxílio na aprendizagem em treinamento de diversas áreas em universidades, especialmente nos cursos de administração de empresas, garantindo, assim, aos futuros administradores uma bagagem significativa para enfrentar o mundo real dos negócios.Teoricamente nos embasamos em conceitos abordados pelos principais autores: Bellan, Gramigna, Sauaia, Martinelli, Huizinga, Kirby, Piaget, Karl Kapp, Malcolm Knowles, Moreira, Vygotsky, Ausubel, entre outros, adotando conceitos relacionados a aprendizagem por intermédio do business game. A pesquisa também traz a análise de alguns passos adotados no game para a promoção da aprendizagem à luz das abordagens e teorias de Vygotsky

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Klepper, Erin M. "Andragogy and Workplace Relationships| A Mixed-Methods Study Exploring Employees' Perceptions of Their Relationships with Their Supervisors." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10683863.

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The purpose of this mixed-method study was to explore employees’ perceptions of their relationships with their direct supervisor, and to determine why employees chose to remain at SSM Health. This study used a three-part research design comprised of quantitative Likert scale rating statements, Henschke’s (2016) Modified Instructional Perspectives Inventory — Employees and Direct Supervisor (MIPI-EDS), and a qualitative open-ended survey-questionnaire to also explore how managers were perceived by their employees. By using Henschke’s measurement tool in alignment with questions/statements from Parts I and II of the survey-questionnaire, relationships between the andragogical principles as measured by the MIPI-EDS and other components, such as job satisfaction and employee length of service, were able to be examined. Specifically, this research study used andragogy to explore whether the factors of the direct supervisors identified by their employees, as measured by MIPI-EDS, were predictors of the employees’ job satisfaction and their length of service.

This study invited 448 employees of SSM Health who worked in specific departments throughout the Patient Business Service division to participate. All eligible employees had the option to participate in Parts I and II, while only employees who had been with the organization longer than five years were eligible to participate in Part III. At the end of the study, 100 employees participated in Parts I and II, and 49 of those 100 employees participated in Part III.

The data revealed unexpected findings. In Parts I and II, there was no correlation found between the factors identified by the employees on the MIPI-EDS and the employees’ length of service with the organization. There was a significant correlation between the factors on the MIPI-EDS identified by the employees and the employees’ level of job satisfaction. In Part III, survey-questionnaires were analyzed using open coding methods and eight themes emerged as the reasons why participants chose to remain with SSM Health. Among the reasons, the top reasons that people chose to remain at SSM Health were: a) peer impact, b) relationship with direct supervisor, and c) genuine happiness/intrinsic motivation. Part III of the survey-questionnaire was also analyzed to potentially identify common themes that were related to the perceived level of job satisfaction of the employees who had been with the organization for longer than five years. After analyzing specific statements in Part III of the survey-questionnaire, two conclusions were identified: (a) the role of the supervisor impacted whether or not each employee liked his or her job and, (b) there were five main themes that supervisors needed to focus on in order for employees to like their actual jobs. Those themes were: (a) managerial appreciation and recognition of employees, (b) supervisor’s providing of emotional, and mental support, (c) employee individualization, (d) clear two-way communication between the supervisor and each employee, and, (e) expectation of high performance. Lastly, this study aimed to determine trends that could be identified from the experiences of past employees. Due to unseen circumstances, this piece of information was severely limited to the secondary data received from SSM Health. From the secondary data provided, past employees identified that the top two reasons they had left SSM Health in the last five years was ‘direct management,’ and ‘normal retirement.’

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Day, Elizabeth. "Wellbeing in primary education : an investigation into the teacher's role in children's wellbeing in the light of education legislation, policy and practice." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/12844.

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There is a growing body of interest in wellbeing across political, educational and social bodies in the UK. The thinking behind this is for human as well as economic reasons, to help people make more informed choices in their lives. There are suggestions to measure wellbeing more often and use that data to help government improve policies and enable companies and individuals to live more productive lives for example by considering being more altruistic to improve personal and family wellbeing during a time of financial austerity (O’Donnell, 2014: 9). There is a fundamental problem however in that there is no common understanding of what wellbeing is across different bodies and agencies, including education, mainly because the term is subjectively defined. Yet teachers are required to report to parents on children’s wellbeing and also safeguard their wellbeing, Teachers’ Standards 2012 (DfE, 2013), but there are no common measures of wellbeing in use nationally. The purpose of this case study is to try to reduce ambiguity about wellbeing issues through identifying gaps in knowledge in the literature about what wellbeing in schools is. The investigation uses qualitative methods and as an inside researcher, to aid authenticity of data, a two-tier approach to gathering data is taken within a constructivist paradigm. The approach enables three voices to be heard, that of pupils and parents (data set one) and then teachers (data set two). The first pupil theme revealed that pupils had a strong sense of connectedness to the school, friends and teachers while the second theme showed approaches to learning that had resonated with pupils. The theme to emerge from parents was a loving community where they felt enabled to entrust their children to teachers who were passionate about their role and evidenced compassion in their working with children. Themes from teachers revealed responsive and enthused professionals who, through collaboration in action learning sets, influenced transition arrangements and ways they felt they could be further empowered in their role. Wellbeing deriving from empowerment through interconnected relationships within and across the three groups leads to an analysis of the community as one that accepts difference. The significance of this for wellbeing in education and policy is discussed.

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Bakon, Shannon M. "A quantitative investigation into the relationship between nursing students' learning style and success in bioscience education." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107137/2/Shannon_Bakon_Thesis.pdf.

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Bioscience is a cornerstone of nursing practice that is integral to the provision of safe, patient-orientated health care. Yet undergraduate nursing students experience significant andragogic barriers that influence their ability to integrate and apply bioscience knowledge. This study explored the relationships between student characteristics, learning styles and achievement within the bioscience units of the undergraduate nursing programme. The findings from this research may guide the development innovative student-focused teaching approaches that may improve bioscience knowledge application and integration within the clinical environment.

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Marco, Rejane Leatrice de. "O uso de multimeios no processo de aprendizagem análise de um curso de gestão de negócios." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/9545.

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This research investigates the participants' perceptions about the course "Aprender a Empreender" (Learning how to Endeavor) which takes the business administration theme into consideration through different learning resources audiovisual, dynamics, teamwork, exercises, businessmen s declarations regarding the relative aspects of learning satisfaction and facilitation to manage a small business. The methodology used here was the qualitative research, taking comprehension of the facts on the participants perspective into consideration and describing the process to apply the "Aprender a Empreender" course in the management of small businesses. The study was based on the participants data analysis which during their education process in the classroom developed different activities for their knowledge construction, among them the writing of a "letter to a friend", in which they described their perceptions on the course and reported that it granted them a new way to look over their business, helped fix what was learned, enabled them to get back to studies, and that the course is applicable to their lives. 60 (sixty) "letters to a friend" written by people who took part in the "Aprender a Empreender" course in five cities of the state of São Paulo, between January and April in 2010, were analyzed. Regardless the limitations of this research, the results obtained led to the conclusion that the course applied in the presence-required modality, combining procedures experienced and the use of technological resources, it can be regarded as an efficient method to teach adults who need fast and practical orientation to solve their problems. When the participants are interested in the theme and they become motivated to learn, they share experiences with the group, feel valued, learn with each other and with their examples. This facilitates the teaching-learning process
A presente pesquisa investiga as percepções dos participantes do curso "Aprender a Empreender", que aborda o tema gestão de negócios por meio da combinação de diferentes recursos de aprendizagem (audiovisual, dinâmicas e trabalhos em grupos, exercícios de fixação, depoimentos de empresários) quanto aos aspectos relativos à satisfação e facilitação do aprendizado para gerenciar um pequeno negócio. A metodologia utilizada foi a abordagem qualitativa, privilegiando a compreensão dos fatos na perspectiva dos participantes e descrevendo o processo para aplicação do curso "Aprender a Empreender" na gestão de pequenos negócios. O estudo se fundamentou na análise de dados dos participantes, que, durante o seu processo de formação em sala de aula, desenvolveram diferentes atividades para construção do seu conhecimento, entre elas a escrita de uma "carta a um amigo", na qual descreveram suas percepções sobre o curso vivenciado, dizendo que favoreceu um novo olhar para seu negócio, fixou conhecimentos aprendidos, possibilitou a retomada dos estudos, que o curso possui grande aplicabilidade em suas vidas. Foram analisadas 60 (sessenta) "cartas a um amigo" escritas por pessoas que participaram do curso "Aprender a Empreender", em cinco cidades do Estado de São Paulo, entre os meses de janeiro e abril de 2010. Guardadas as limitações do estudo, os resultados obtidos conduziram à conclusão de que o curso aplicado na modalidade presencial, com a combinação de procedimentos vivenciais e o uso de recursos tecnológicos, pode caracterizar-se como método eficiente de ensino para pessoas adultas que necessitam de orientação rápida e prática para a resolução de seus problemas. Quando o tema abordado é de interesse dos participantes e eles se motivam para o aprendizado, compartilham suas experiências com o grupo, sentem-se valorizados, aprendem entre si e com exemplos dos seus pares, facilitando o processo de ensino-aprendizagem

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Dagostino, Glaucia Berton. "Formação de professores em processos andragógicos de ensino e aprendizagem." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9601.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
The formation of professors for teaching and acting specifically with adults, has a direct relation with the necessity to establish and clarify the way adults learn, which is different from the children process of learning, therefore, to study this subject, it was required to explore the field of Andragogy. Over time, education beyond the school walls, has been employed in various fields of society. In this sense, the term Andragogy began to be adopted regarding the educational processes and education for adults, differing from the pedagogy that concentrates its efforts on issues related to education of children. Given the matters presented, we tried to focus the research on something specific and of greater relevance to the Education sector, since the Andragogy is a subject with few studies in Brazil. We decided then to study, analyze and indicate the importance of the teacher training for professors who work specifically with adults. Thus, the research problem was presented: What is the knowledge necessary to train teachers in andragogical involvement in cases of teaching and learning? It was performed a bibliographic research in order to develop a detailed theoretical work on this subject. The survey instrument used was bibliographic work on the subject studied. After the research, it was concluded that teacher knowledge that professors who work with adults need to have must be based on the categories andragogical identified throughout this study, which are: interaction, planning, adoption of a methodology focused on learning, work with a focus on memory in identity construction of the subject, considering the subjectivity in the process of adult education and discover how students learn through metacognition. According to the bibliography studied and thought about learning the features that stood out the most when dealing with the adult learning are the aspects related to life time experiences, and prior knowledge they bring when they are embedded in a learning environment and that can not be brushed aside by the teacher
A formação de professores para a docência e atuação, especificamente, com adultos possui relação direta com a necessidade de se estabelecer e esclarecer a maneira que os adultos aprendem que é diferente da forma como a aprendizagem da criança acontece. Ao estudar este assunto, entramos no campo da Andragogia. Ao longo do tempo, a educação para além dos muros da escola, foi sendo empregada em diversos campos da sociedade. Neste sentido, o termo Andragogia passou a ser adotado, no que se refere a processos formativos e educacionais para adultos, diferenciando-se da Pedagogia, a qual centra seus esforços nos aspectos relacionados à educação de crianças. Consideradas as indagações apresentadas, procurou-se focar a pesquisa em algo específico e de maior relevância à área da Educação, uma vez que a Andragogia é um assunto pouco estudado no Brasil. Optou-se, então, por estudar, analisar e indicar a importância de uma formação docente para os professores que atuam, especificamente, com adultos. Sendo assim, o problema de pesquisa apresentado foi: Quais os saberes necessários para a formação de professores na atuação em processos andragógicos de ensino e aprendizagem? Como metodologia, realizou-se uma pesquisa bibliográfica, a fim de desenvolver um trabalho teórico aprofundado sobre o assunto. O instrumento de pesquisa adotado foi o levantamento bibliográfico sobre o tema estudado. Após a realização da pesquisa, concluiu-se que os saberes docentes, que os professores, os quais atuam com adultos necessitam, devem basear-se nas categorias andragógicas identificadas ao longo deste estudo. São elas: interação, saber planejar, adoção de metodologia focada na aprendizagem, trabalhar com a memória sob um enfoque na construção identitária do sujeito, considerar a subjetividade no processo de formação de adultos e descobrir como os alunos aprendem, por meio da metacognição. De acordo com a bibliografia estudada sobre a aprendizagem e o pensamento, as características que mais se sobressaíram, quando tratamos da aprendizagem dos adultos, são os aspectos relacionados às experiências de vida que os mesmos têm, as suas vivências e conhecimentos prévios que trazem no momento em que estão inseridos em um ambiente de aprendizagem e que não podem ser deixadas de lado pelo professor

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Rocha, Cláudio José Mouço da. "Web 2.0 e inglês como língua estrangeira: atitudes de professores e alunos adultos." Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3174.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O presente estudo tem por objetivos compilar e analisar percepções sobre o uso de ferramentas web 2.0 no ensino de inglês como língua estrangeira e aliar a análise de atitudes à teoria da Andragogia, que trata do aprendizado de adultos, proposta por Knowles (1973, 1975, 1984, 1990). O assunto parece não contar com estudos coordenados, visto que Thomas (2010) apenas muito recentemente editou um compêndio com trabalhos envolvendo as possíveis aplicações de recursos da web 2.0 no estudo de uma língua estrangeira e as percepções de alunos, embora outros estudos, como os de Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) e Jarvis e Szymczyk (2010) tenham discutido o assunto isoladamente. Neste trabalho é realizada a compilação das opiniões de alunos adultos e de professores de inglês como língua estrangeira. Como instrumento de coleta de dados optou-se pela utilização de questionários fechados. Tal abordagem possivelmente dá a esta pesquisa um caráter inédito, ao menos no que se refere à coleta de atitudes de alunos adultos e professores brasileiros de um curso de idiomas quanto ao uso de ferramentas web 2.0 no ensino de uma língua estrangeira. A análise dos dados mostrou que aprendizes adultos e professores têm atitudes positivas e estão preparados para a utilização de recursos web 2.0 em sala de aula. Conclui-se, entretanto, que embora a maioria dos participantes desta pesquisa concorde que o uso de tais ferramentas contribui para o ensino de inglês como língua estrangeira, alguns ajustes e procedimentos ainda devem ser implementados para que as ferramentas web 2.0 se tornem não apenas um acessório, mas parte integrante do processo de aquisição do idioma
This study aims to compile and analyse the perceptions of the use of web 2.0 tools in English Language Teaching and associate the analysis of attitude to the Andragogy theory, which deals with how adults learn, advanced by Knowles (1973, 1975, 1984, 1990). This topic does not appear to have a coordination of studies, since Thomas (2010) has only recently edited a handbook with works involving the possible applications of web 2.0 resources in the process of foreign language acquisition and students perceptions, although other works, as those by Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) and Jarvis & Szymczyk (2010) have discussed the topic isolatedly. This work compiles the opinions of adult learners and teachers of English as a foreign language. Data was collected through closed questionnaires. This approach may provide this research with novelty, at least with as regards the collection of Brazilian adult learners and teachers attitudes towards using web 2.0 in foreign language acquisition in a language school. Data analysis showed adult learners and teachers have positive attitude and are ready to use web 2.0 resources in the language classroom. Nonetheless, albeit most of the participants of this research agree the use of such tools contribute to teaching English as a foreign language, some adjustments and procedures should be implemented so that web 2.0 tools do not become mere accessories, but rather an integral part of the of the language acquisition process

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Almeida, Neto Ambrósio Bispo de. "Auditoria contábil: propostas metodológicas e conteúdo programático para o ensino superior de contabilidade." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/1764.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The discipline of Auditing is part of the graduation course contents for Accounting and is an activity carried out by an Accounting graduate registered at the Regional Accounting Council. Auditing requires diversified knowledge and continuous professional updating. Completion of Accounting studies and especially the teaching and knowledge covered in the discipline of Auditing should allow those graduated to practice this activity .Therefore, this study proposes to answer the following question: How to promote teaching and learning of Auditing during the undergraduate course so that graduates in Accounting may practice this activity? Considering this setting, the purpose of this study is to contribute to the process of teaching and learning in Accounting to develop strategies facilitating the relationship between theory and practice of Auditing. Data was collected in two stages. In the first, an exploratory study of literature and documents was carried out. Then a field survey was conducted using a questionnaire sent to those teaching the auditing discipline in Accounting courses in the metropolitan region of Santos, Brazil. Participatory, descriptive and qualitative research contributed to the disclosure of the teaching methods and methodologies in Auditing concerning the curricular content preparing for the practice of these activities. Results of the questionnaire reveal that methods appropriate for the teaching and learning of the Auditing discipline are: deductive, logical, systematic semi-rigid, active and globalized. The teaching methods most used for this purpose are lectures, case studies, problem-based instruction and the curricular content in the proposal by the Federal Accounting Council to prepare Accounting graduates and qualifies for auditing activities
A disciplina Auditoria faz parte do conteúdo de formação profissional na graduação em Ciências Contábeis e é uma atividade exercida pelo graduado em Ciências Contábeis com registro no Conselho Regional de Contabilidade. Essa atividade exige uma multiplicidade de conhecimentos e permanente atualização profissional. A graduação em Ciências Contábeis e em especial os ensinamentos e conhecimentos abordados na disciplina Auditoria deveriam permitir aos discentes egressos o exercício dessa atividade. Sendo assim, este estudo se propõe a responder à seguinte questão: Como promover o ensino-aprendizagem da disciplina Auditoria no curso de graduação em Ciências Contábeis, visando ao exercício dessa atividade pelos egressos? Decorrente da problematização estabelecida, o objetivo geral deste estudo é contribuir para o processo ensino-aprendizado no curso de graduação de Ciências Contábeis, desenvolvendo estratégias que possibilitem a relação teórica-prática na disciplina Auditoria. A coleta de informações teve duas etapas. Na primeira etapa, realizou-se estudo exploratório por meio de uma pesquisa bibliográfica e documental. Na segunda etapa, foi realizada uma pesquisa de campo mediante um questionário encaminhado aos docentes da disciplina Auditoria na graduação em Ciências Contábeis na região Metropolitana de Santos. A pesquisa qualitativa, participante e descritiva procura contribuir com a evidenciação dos métodos e metodologias de ensino na disciplina Auditoria e sobre o conteúdo programático da disciplina que possibilite o exercício da atividade de auditoria pelos egressos. O resultado alcançado com o questionário, em conjunto com os conceitos e definições explorados na pesquisa bibliográfica e documental, indica que os métodos de ensino adequados ao processo ensino-aprendizagem na disciplina Auditoria são: dedutivo, lógico, de sistematização semirrígida, ativo e de globalização, que diversos métodos de ensino são utilizados pelos docentes na disciplina Auditoria, sendo os mais utilizados: aula expositiva, estudo de caso e ensino baseado em problemas, e que o conteúdo programático contido na proposta do Conselho Federal de Contabilidade CFC possibilita o exercício da atividade de auditoria pelos egressos

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Lubin, Melissa Maybury. "Coaching the Adult Learner: A Framework for Engaging the Principles and Processes of Andragogy for Best Practices in Coaching." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22017.

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Coaching is an actionable way for adults to learn. For purposes of this study, learning was conceptualized by UNESCO\'s five pillars of learning to know, do, live together, be, and learning to transform oneself and society. The practice of coaching was defined as a social enterprise where, through a process of inquiry and reflection, coaches help coachees achieve their personal and professional goals through learning, self-awareness and behavior change.
As an application of learning for adults, coaching may be considered a reflection of andragogy "the art and science of helping adults learn" a la Knowles. The following questions guided the inquiry:
1.    To what extent is there a relationship between andragogy in practice and coaching in practice as demonstrated by coaches?
2.    Specifically, which principles and processes of andragogy are reflected in the practice of coaching?
3.    What are the best practices of coaches who use andragogy in their practice?

Using a mixed method, sequential explanatory strategy, business and life coaches were surveyed, with follow-up interviews to high scorers, to see which principles and processes of andragogy informed their coaching practices. An instrument, originally developed by Henschke (1989) for teachers, was modified for use with coaches, and measured the extent to which coaches used the philosophy of andragogy in their practices. Knowles\' six principles and eight processes of andragogy formed the operational framework. Findings indicated that 98% of the coaches reported using andragogy on an average or above basis, with 48% of the group at above average or high above average levels. Andragogical elements of empathy, trust and accommodating coachee uniqueness were revealed at above average or high above average levels. Of those interviewed, 100% of the coaches reported using the principles and processes of andragogy in their practices. Based on their stories, best practices (88) for engaging andragogy in the practice of coaching were developed. The overarching themes from the study were: Andragogy is a way of being in coaching; the processes of andragogy go beyond the context of coaching; and an emergence of a conceptual framework that embraced the pillars of learning, andragogy and the practice of coaching.

Ph. D.

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Foster, Jason. "Understanding and Improving Undergraduate Engineering Education." Thesis, University of Waterloo, 2001. http://hdl.handle.net/10012/849.

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This thesis seeks to understand the past and present state of engineering education and to plot a course for its future evolution. This research is limited to engineering education as it has taken place in North American universities during the last half of the 20th century. Within this context, broad trends are described. The description is supplemented with a case study of a unique and innovative engineering programme. The trends and case study form the foundation of a synthesis, and alternative vision, for higher education and engineering education. The intended audience of this thesis includes those who teach, design curriculum, or administer engineering education programmes. The description of the current state of engineering education contains analyses of the state and of the gaps within it. Both of these analyses are based almost exclusively on publicly available documentation. The present state of engineering is drawn from accreditation criteria. Critiques of the current state and suggestions for future change are drawn from reports commissioned by groups affiliated with professional engineering. The discussions identify recurring themes and patterns. Unlike the analysis of the literature, the case study merges interview evidence and personal experience with the available documentation. The synthesis and visions continue the trend away from formal sources towards experiences and beliefs. Engineering education research is in its infancy and shows few signs of maturing. There is no documented, common framing of engineering education nor have there been any efforts in this regard. Few sources address broad issues and those that do lack theoretical rigour. The visions for engineering education are simple amalgams of visions for the profession and for general higher education. The Department of Systems Design Engineering has enjoyed great past successes because of its unique vision that combines the theories of systems, complexity, and design with the discipline of engineering. Its recent decay can be traced to its faculty having collectively lost this vision. The original vision for Systems Design Engineering holds promise as a means to reinvent and reinvigorate both the engineering profession and engineering education. For this renaissance to be successful a theoretically rigorous research programme assessing the past, present, and future of engineering and engineering education must be developed.

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Brandão, Jammilly Mikaela Fagundes. "Princípios andragógicos e fatores mediadores da aprendizagem na educação a distância em administração pública." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/3853.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study main aim was to analyze the learning process based on individual differences of students of the distance bachelor degree in public administration linked to National Training Program in Public Administration - PNAP, according to the andragogical approach. We attempted to verify the profile of this virtual student progress, analyze the relationships between the profiles of these students and andragogic learning principles, and identify the status of self-directedness of these students in their learning process. The theoretical framework comprises five sections, in order to (a) present the different theoretical orientations that purports to explain the phenomenon of learning, (b) treating adult learning based on andragogical approach , including the definition of the adult learner and andragogical model developed by Knowles, Holton and Seanson (2011), (c) describe the self-directed learning, including considering the conceptual counterpoints found in the literature due to different views (behavioral and cognitive) of the authors on the process, (d) characterize the distance, describing its evolution over the years, and (e) reflections on the topics covered in the chapter. To facilitate the achievement of these objectives, it was conducted a quantitative, exploratory and descriptive research, using the survey method. The research was conducted with students from the distance bachelor's degree in Public Administration linked to the PNAP. In total, 273 students participated, comprising 10 institutions from different Brazilian states. The questionnaire was made available to students through the LimeSurvey software via the Internet. Data analysis included the SPSS, and subsidized a descriptive analysis of relationship testing, correlation, factor analysis and ANOVA. The results show that virtual students of administration can be considered as self-directed learners and that there are six principles that underlie the process of learning in a virtual environment. Furthermore, it was found that individual differences shown by the virtual learner act as mediators in the process. The findings reveal that the administration should promote education in liberating conditions to boost the autonomy and self-direction in students, and highlights the importance of using a methodology that allows students to opening suit your learning process to their particular way to study and learn.
Esse estudo tem como objetivo central analisar o processo de aprendizagem com base nas diferenças individuais dos alunos de cursos de bacharelado a distância em administração pública vinculados ao Programa Nacional de Formação em Administração Pública - PNAP, segundo a abordagem andragógica. Buscou-se verificar o perfil do aluno virtual do referido curso, analisar as relações existentes entre os perfis desses alunos e os princípios andragógicos de aprendizagem; e identificar o estado de autodirecionamento desses alunos em seu processo de aprendizagem. O embasamento teórico compreende cinco seções, com a finalidade de (a) apresentar as diferentes orientações teóricas que se propõe a explicar o fenômeno da aprendizagem; (b) tratar da aprendizagem de adultos com base na abordagem andragógica, incluindo a definição do aprendiz adulto e o modelo andragógico desenvolvido por Knowles, Holton e Seanson (2011); (c) descrever a aprendizagem autodirecionada, considerando inclusive os contrapontos conceituais encontrados na literatura da área devido às diferentes visões (comportamental e cognitiva) dos autores sobre o processo; (d) caracterizar a educação a distância, descrevendo a sua evolução ao longo dos anos; e (e) as reflexões sobre os temas abordados no capítulo. Para viabilizar a consecução dos objetivos, foi realizada uma pesquisa do tipo quantitativa, de caráter exploratório e descritivo, utilizando o método survey. A pesquisa foi desenvolvida com estudantes de bacharelado a distância em Administração Pública vinculados ao PNAP. No total, participaram 273 alunos pertencentes a 10 instituições de ensino de diferentes estados brasileiros. O questionário foi disponibilizado aos alunos através do software LimeSurvey, via internet. A análise dos dados contou com o auxílio do SPSS, e subsidiou a realização de uma análise descritiva, testes de relação, correlação, análise fatorial e ANOVA. Os resultados apontam que os alunos virtuais de administração podem ser considerados como alunos adultos autodirecionados e que existem seis princípios andragógicos que fundamentam o processo de aprendizagem em ambiente virtual. Além disso, observou-se que as diferenças individuais apresentadas pelos aprendizes virtuais atuam como fatores mediadores nesse processo. Os achados revelam que o ensino em administração deve promover condições libertadoras para impulsionar a autonomia e o autodirecionamento nos alunos, e destaca a importância da utilização de uma metodologia que possibilite abertura para os alunos adequarem seu processo de aprendizagem a sua forma particular de estudar e aprender.

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Chates, Tatiane de Jesus. "Relações de gênero na escola pública de trânsito: currículo e representações sociais." Programa de Pós- Graduação em Estudos Interdisciplinares sobre Mulheres, Gênero e Feminismo da UFBA, 2010. http://www.repositorio.ufba.br/ri/handle/ri/9945.

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O currículo trabalhado pela Escola Pública de Trânsito, na Bahia, constitui-se importante fonte de dados para a análise da reprodução escolar das desigualdades de gênero, também presente nas relações pedagógicas de gênero, vivenciadas cotidianamente entre professores/as e alunos/as. Tais relações pedagógicas de gênero podem ser encontradas nas considerações acerca do tempo e do espaço escolares, das metáforas ilustrativas usadas em sala de aula e da interação entre a turma formada e os/as professores/as. As formas através das quais a reprodução dos estereótipos de gênero, percebidos no cotidiano do trânsito urbano, se processa no ambiente educacional devem merecer particular atenção dos curricularistas, sejam eles tradicionais, críticos ou pós-críticos. Neste sentido, a presente análise do currículo adotado pela Escola Pública de Trânsito, inspirada pelas concepções inerentes à Teoria Crítica e com o aporte dos Estudos de Gênero em Educação, envolveu três procedimentos, a saber: 1. Observação das aulas do curso teórico, relativo à aquisição da primeira habilitação; 2. Análise da Proposta Pedagógica; 3. Entrevistas com os instrutores, com base na técnica da entrevista semi-estruturada. Para tais observações e entrevistas, foram usadas, a partir de uma concepção epistemológica inspirada nos Estudos Feministas, como referencial analítico e instrumental, a etnopesquisa e a Teoria das Representações Sociais. Etnopesquisa entendida como pesquisa centrada no sujeito observador e no sujeito observado, ao passo que as Representações Sociais possibilitam o desvelamento do imaginário coletivo, em seu caráter interpretativo das práticas sociais. A partir da utilização dos métodos expostos, constatou-se o surgimento da Andragogia como modalidade pertinente à Educação para o Trânsito, na medida em que os/as adultos/as são abstratamente atendidos/as pelas teorias educacionais em geral. Quanto às imagens utilizadas em sala de aula, poucas inferências foram feitas acerca do seu potencial analítico, referente às representações sociais de gênero em particular. O processo de aprendizagem das mulheres foi considerado, pelos instrutores, como diferenciado em relação ao dos homens. Características como inquietação, indecisão, observância às regras de trânsito e o cuidado extremado ao dirigir foram consideradas tipicamente femininas. Ao final desta dissertação, o conceito de condução perfeita foi problematizado, por representar o tema central das aulas do curso teórico, para aquisição da primeira habilitação.
Salvador

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32

MacLellan, Justin. "Investigating a Coach's Facilitation of Learning Situations Among Masters and Youth Athletes." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35501.

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This thesis aimed to uncover age-related differences in a coach’s approaches to facilitate learning for Masters athletes (MAs) and youth athletes, using the Andragogy in Practice Model (Knowles et al., 2012) as a guide. Data in this instrumental case study were gathered from three semi-structured coach interviews, four focus group interviews (two with each cohort), and moderate participant observation (Spradley, 1980) to inform interview content. Results of qualitative analyses suggested, through the coach and athletes’ perspectives, that the coach oriented her approaches differently between MAs (aged 27-70) and youth (aged 14-15). She allowed the MAs to self-direct and make decisions, and encouraged them to ask questions collaboratively. Comparatively, she held a directed control and structure for the youth’s training influenced by highly competitive expectations. Despite differences, we acknowledge andragogy’s usefulness with both cohorts, and suggest that coaches recognize nuances between age groups that may influence how they orient their approaches.

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Rubienė, Jovita. "Suaugusiųjų užsienio kalbų mokymosi motyvacija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_160007-92088.

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Užsienio kalbų mokymasis – specifinis dalykas, reikalaująs pastovaus kalbos vartojimo, nuolatinio tobulinimo, todėl būtini gebėjimai mokytis savarankiškai bei išlaikyti įgytus mokėjimus. Šiuo metu suaugusiųjų mokymasis užsienio kalbų tampa tiesiog būtinybe, norint sėkmingai išlikti ir prisitaikyti prie nuolat kintančių socialinių ekonominių sąlygų, nes dabartinė situacija lemia greitus darbo rinkos pokyčius. Todėl suaugusiųjų užsienio kalbų mokymosi motyvacijos tyrimai yra itin aktualūs. Tyrimo objektas – suaugusiųjų užsienio kalbų mokymosi motyvacija. Tyrimo tikslas – išanalizuoti teorinius ir praktinius suaugusiųjų užsienio kalbų mokymosi motyvacijos ypatumus. Numatytam tikslui įgyvendinti keliami šie uždaviniai: o išanalizuoti mokymosi motyvacijos koncepciją; o atskleisti suaugusiųjų užsienio kalbų mokymosi motyvacijos teorinius ypatumus; o išsiaiškinti suaugusiųjų užsienio kalbų mokymosi motyvus. Užsienio kalbų mokymąsi lemia pažintiniai, socialiniai pareigos ir perspektyvos motyvai: karjera, galimybė vartoti užsienio kalbas praktiškai, įdomumas, akiračio plėtimo svarba. Šiame tyrime buvo patvirtintos hipotezės. Buvo naudojamasi lietuvių ir užsienio mokslininkų darbais, tyrimais.
Learning foreign languages is a specific subject that requires a permanent use of the language and constant development. Therefore, abilities to study self-suffiently and to conserve the acquired knowledge are essential. Nowadays adults‘ foreign language learning is becomming a necessity if willing to acclimatize in the unstable labour market. This is the reason why the surveys of adults‘ foreign language learning motivation are relevant. The object of this work is motivation of adults’ foreign language learning. As a consequence, the purpose of this work is to evaluate the theoretical and practical peculiarities of adults’ foreign language learning. The tasks of this paper have supposed the relevant structure of this work: initially, the reader is primed about the concept, essence and types of motivation; after that the analysis of motives to learn foreign languages is presented; furthermore the methodology for accomplishing a questionnaire survey is formed; at last the results of accomplished surveys are analyzed. The analysis of scientifical literature lets to make a statement that learning of foreign languages is determined by cognitive, social obligation and prospect motives, that include career, the ability to use language practically, interest, the importance of broadening attitude. Seeking to confirm scientifical decisions, a survey was accomplished. This survey has confirmed hypothesis. Various scientifical literature, information and sociological researches in... [to full text]

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West, Raymond Owen. "Secondary School Choral Teachers' Perceptions of Quality Professional Development." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1728.

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Quality professional development is essential to enhance and sustain teacher efficacy. In a Southeastern school district, content-based, job-embedded professional development was not practiced or available for secondary school choral teachers. The purpose of this research was to discover the perceptions that choral teachers possess about what constitutes quality professional development. Guided by Bruner's constructivist approach, Knowles' concept of andragogy, and DuFour's professional development practices, this study examined the connection between these 3 ideas and supplied the foundation for the development of a professional development program. Using a case study design, data were collected through interviews and lesson plan documents from 9 secondary school choral teachers. The data were coded by hand and analyzed using an inductive approach. The key results were that the secondary school choral teachers desire quality professional development, characterized by content-based subject matter and collaborative delivery methods. A project of customized content-based choral music was constructed using teacher collaboration and mentoring as critical components of the delivery system. This study has implications for positive social change by providing professional development that addresses the needs and desires of the educators and increases their knowledge and skills. The project can perform as a prototype for professional development in other academic disciplines.

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Wällstedt, Liliana. "Adults´ Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32950.

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Adults are constituting an ever increasing, often integral part, of todays’ learners, from elementary level to higher education. Their life situations are different from the traditional learners’ in many ways. The aim of this literature study was to identify, describe and categorise factors related to learning and teaching that supports or impede learning and that may be important for teachers of adults to know. The study resulted in four main themes into which found categories were subordinated. These themes were social learning environment, the supporting and motivating role of the teacher, teaching mode and method and motivation.

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Wilkins, Gaebriella. "An investigation of the relationship between andragogy and Hong Kong students' approaches to learning in performing arts education : a case study." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4083.

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This case study, based on students in the Applied Arts department of an academy in Hong Kong, investigates the relationship between andragogy and student approaches to learning by looking at the curriculum delivery and how the student approaches to learning affect the outcome. Hong Kong is an international city at the intersection between Chinese and Western cultures. Whilst its most recent past has been influenced by western culture, its origin is derived from traditional Chinese culture. For its part, The Academy is in a unique position to make a strong contribution to the development of performing arts both in China and Hong Kong. Established by Ordinance in 1984 in response to the city’s growing need to develop arts and arts education, the Academy holds a strategic position capable of bridging Chinese and Western culture. The curriculum follows the model of an American performing arts school – a model based on Western teaching and learning styles and one that requires andragogical approaches and interactive participation in the creative process. In contrast to this approach, Academy students are recipients of pedagogical practices that value analytical abilities over self-exploration. They learn through second language instruction, delivered in a way that is unfamiliar to them. Data collection focused on the Applied Arts department of the School of Technical Arts and involved students and faculty members. Through an interpretative paradigm it set out to discover whether a fundamental change to the curriculum is required. The outcome of the research revealed that students have difficulties reconciling their inherent learning styles with the curriculum content and implementation. Requiring them to break away from a familiar and comfortable mode of learning, to a style of learning that requires them to learn with understanding and personal control over the process, is a jump that creates much difficulty. The general consensus revealed that The Academy should move away from the present American model and develop an independent system that will acknowledge the natural and engrained learning styles of the students and adopt educational philosophies that are more suitable for Hong Kong.

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Brabant, Michael Ian. "Evolutionary andragogy within learning community for embodied transformation in higher education| A case study of the next wave of leadership training." Thesis, Saybrook University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10009136.

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As the world is experiencing unprecedented changes and challenges, it is essential to develop educational approaches that enable current and future leaders to be effective in meeting them. To do so, education must foster transformation of the learner to achieve an inclusive, dynamic, and flexible approach to life. This dissertation involved a case study evaluation of data collected about a leadership curriculum that attempted to accomplish those objectives within a university setting. The curriculum aimed at enabling the expansion and evolution of each participants? worldview. The curriculum, developed specifically for this study, was taught through an integrally-informed approach to transformative learning within a learning community. A comprehensive overview of the constituent parts of the theories integrated in the curriculum, as well as the synthesis of them combined, is presented in the dissertation, including a discussion of the practical application of leadership development delivered within the curriculum through a content-neutral, andragogical approach to an education that transforms. The study analyzed several types of data, including interviews conducted to determine participants? experience of the leadership course, and student journals. The analysis revealed themes regarding how students? worldviews shifted in partial response to engaging in this evolutionary approach to education. These themes included the following: increased self-awareness and self-care; an increase in confidence; a deepening of authenticity; feeling more connected within diverse social environments; acknowledging an explicit worldview expansion; a positive palpable emotional shift in awareness; an increase in perspective taking ability; developing an evolutionary approach to life; and creating enhanced clarity of purpose. The study concluded with suggestions to inform future applications of this curricular model to more rigorous and comprehensive research settings that would enable even more robust data. The findings of this dissertation, as well as those of future projects, will form building blocks for continually refined and potent approaches to facilitating truly transformative education.

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Bezuidenhout, J., der Westhuizen D. Van, and Beer K. J. De. "Andragogy : a theoretical overview on learning theories that impact on benchmarking blended learning at the Central Univerity of Technology, Free State." Interim : Interdisciplinary Journal, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/441.

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Published Article
Blended learning has shown enormous growth worldwide during the last decade. Blended learning initiatives expanded rapidly, as technological improvement and a greater demand from learners arose as a result of the need for life-long learning and changing demands in the world of work. Many higher education institutions use blended learning as an alternative for or additional to conventional face-to-face education. The changing needs of learners, and especially adults, forced institutions to upgrade their traditional courses and increasingly make use of technologically enhanced courses. The research problem encompasses the fact that the growth of blended learning poses many problems to higher education institutions, as the delivery by means of technology is complex. Many higher learning institutions were not prepared adequately to deliver education by using blended learning and did not have the required systems in place. The greatest concern was that staff was not familiar with the technology or its use and that the particular demands of staff arrangements to engage in blended learning programs were not taken into account. It appears that institutions did not plan or have systems and guidelines in place to implement programs at a distance using blended learning technology. Another concern was that most of the programs held traditional approaches and has not been adapted to suit the particular characteristics and needs of distance education by taking the planning, development and review of such programs into consideration. As part of ongoing research at the Central University of Technology, Free State appropriate research had to be undertaken. Consequently the following research question emanated from the research problem: Within the context of higher education in South Africa, what framework underpinned by andragogy, national education policies and blended learning theory, will benchmark and support the implementation of blended learning at the Central University of Technology, Free State.

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Bezuidenhout, J., der Westhuizen D. Van, and Beer K. J. De. "Andragogy : a theoretical overview on learning theories that impact on benchmarking blended learning at the Central Univerity of Technology, Free State." Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/474.

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Published Article
Blended learning has shown enormous growth worldwide during the last decade. Blended learning initiatives expanded rapidly, as technological improvement and a greater demand from learners arose as a result of the need for life-long learning and changing demands in the world of work. Many higher education institutions use blended learning as an alternative for or additional to conventional face-to-face education. The changing needs of learners, and especially adults, forced institutions to upgrade their traditional courses and increasingly make use of technologically enhanced courses. The research problem encompasses the fact that the growth of blended learning poses many problems to higher education institutions, as the delivery by means of technology is complex. Many higher learning institutions were not prepared adequately to deliver education by using blended learning and did not have the required systems in place. The greatest concern was that staff was not familiar with the technology or its use and that the particular demands of staff arrangements to engage in blended learning programs were not taken into account. It appears that institutions did not plan or have systems and guidelines in place to implement programs at a distance using blended learning technology. Another concern was that most of the programs held traditional approaches and has not been adapted to suit the particular characteristics and needs of distance education by taking the planning, development and review of such programs into consideration. As part of ongoing research at the Central University of Technology, Free State appropriate research had to be undertaken. Consequently the following research question emanated from the research problem: Within the context of higher education in South Africa, what framework underpinned by andragogy, national education policies and blended learning theory, will benchmark and support the implementation of blended learning at the Central University of Technology, Free State.

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Conaway, Wendy. "Andragogy: Does one size fit all? A study to determine the applicability of andragogical principles to adult learners of all ages." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/692.

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According to Knowles's theory of andragogy, the principles of adult learning are the need to know, self-directedness, the role of experience, intrinsic motivation, and readiness to learn. Whereas references in the andragogical literature have assumed that the principles uniformly apply to adults of all ages, differences between adult age groups may influence the effectiveness of the principles on adult learning. Therefore, the purpose of this study was to investigate which adult age group was most accepting of the principles so that more effective teaching may occur. Three adult age groups, emerging adults (18-25), young adults (26-39), and mature adults (40-59) were studied, guided by three research questions. The first two questions addressed the degree of acceptance of andragogical principles and student satisfaction by the three age groups, and the third addressed the degree to which age and acceptance of andragogical principles predicted student course satisfaction. Using a cross-sectional, quantitative design, a convenience sample of 59 college students completed an electronic, web-based, Likert-scale survey. Multivariate analysis of variance, analysis of variance, and multiple regression analyses examined the relationships between the three age groups, andragogical principles, and student course satisfaction. Although there was no difference between the age groups and the acceptance of the andragogical principles or student course satisfaction, age combined with acceptance of andragogical principles was predictive of student course satisfaction. The social change implications are that educators should continue to implement the current principles across all adult age groups when designing learning environments and opportunities to improve the quality of educational instruction for one of the fastest growing student populations, the adult learner.

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Frayssinhes, Jean. "Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2011. http://tel.archives-ouvertes.fr/tel-00636549.

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Dans un contexte professionnel en perpétuelle mutation, les salariés ont la nécessité de se former régulièrement, et ce quel que soit leur niveau de formation initial. Nous avons coutume de lire et d'entendre que le taux d'abandon et le taux d'échec des apprenants dans un dispositif de FOAD est supérieur à celui observé dans la formation présentielle. Ces défections ou revers peuvent être la résultante de divers facteurs dont: l'isolement de l'apprenant, un défaut d'ergonomie de l'environnement d'apprentissage (pédagogique, technologique) ou bien le manque d'autonomie de l'apprenant. Pour passer d'un système fondé sur la transmission du savoir (présentiel) à un système fondé sur l'appropriation et la création de connaissances (FOAD), il faut consentir des efforts particuliers, aussi, notre objectif est de découvrir : comment s'y prennent ceux qui vont jusqu'au bout et réussissent leur formation ? Pour répondre à cette question, nous allons investiguer les styles d'apprentissage des apprenants, qui induisent les méthodologies et stratégies d'apprentissage, ainsi que leur dimension auto-formative qui est une composante importante de la FOAD, due à l'éclatement des unités de temps, de lieu, d'action. Ainsi, nous souhaitons découvrir quels sont les styles d'apprentissage des participants d'une part, en essayant de voir quels sont ceux qui éventuellement dominent, et d'autre part, définir quelle est la capacité d'auto-apprentissage des participants dans le processus de formation ouverte et à distance. La FOAD suppose un ancrage fort dans l'humain, notamment les dimensions psycho-affectives et cognitives. Tous les participants ayant réussi leur formation, nous espérons découvrir chez eux des traits individuels, des dominantes ou constantes comportementales qui pourraient peut-être l'expliquer.

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Andersson, Marcus, and Jimmie Femzén. "Global Learning at Ericsson : how to improve knowledge management and competence build-up." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-31846.

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This thesis is organized in three different parts. In the first part Ericsson’s methods fordeveloping and deploying the existing knowledge are analyzed. In the second part we analyzethe competence build-up for consultants within a technical domain that is constantly evolving.The third part is an evaluation, on an overview level, of a new organizational concept thatEricsson launched. The concept is a way to globally manage knowledge and competencewithin different technical domains. The concept is called Global Competence Center.The method applied was interviews, as a first step to learn about the subject and also forourselves to get to know the organization in which we conducted our research. Interviewswere also used in order to answer our research questions. The employees gave their view onwhat makes learning more efficient. Examples are hands-on, reality based and problemoriented tasks. This was combined with studies of literature and our own experiences oflearning.Our study shows that a combination of different methods for developing and deployingknowledge and building competence seems to be most suitable. This is based on theinterviewees’ experiences and the principles of a theory about adult learning called andragogy.From the interviews, we also received suggestions about work improvements for theconsultants’ work roles. A competence program was developed for the building ofcompetence amongst consultants. The program uses case studies and mentorship as two of themethods, which both apply to the theory of andragogy.
Den här rapporten är uppdelad i tre olika delar. I den första delen analyseras Ericssonsmetoder för att utveckla och sprida existerande kunskap. I den andra delen analyserar vikompetensuppbyggnaden för konsulter inom en teknisk domän som ständigt förändras. Dentredje delen är en utvärdering, på en översiktlig nivå, av ett nytt organisatoriskt koncept somEricsson har startat. Konceptet är ett sätt att hantera kunskap och kompetens inom olikatekniska domäner. Konceptet kallas för Global Competence Center.Metoden vi använde var intervjuer, som ett första steg för att lära oss ämnet men också för attlära oss organisationen som vi utförde vår studie i. Intervjuer användes också för att kunnabesvara våra frågeställningar. De anställda gav sin syn på vad som gör lärande mer effektivt.Exempel är hands-on, verklighetsbaserade och problembaserade uppgifter. Arbetetkombinerades med litteraturstudier och våra egna erfarenheter av lärande.Vår studie visar att en kombination av olika metoder, för att utveckla och sprida kunskap ochbygga kompetens, verkar vara mest lämplig. Detta är baserat på de intervjuades erfarenheteroch principerna av en teori om vuxnas lärande, kallad andragogik. Från intervjuerna fick viockså förslag på förbättringar för konsulternas arbetsroller. Ett kompetensprogramutvecklades för att bygga kompetens bland konsulter. Programmet använder case-studier ochmentorskap som två av metoderna, vilka båda drar nytta av hur teorierna om andragogiktillämpas.

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Fermzén, Jimmie. "Global Learning at Ericsson : how to improve knowledge managementand competence build-up." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-31848.

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Den här rapporten är uppdelad i tre olika delar. I den första delen analyseras Ericssonsmetoder för att utveckla och sprida existerande kunskap. I den andra delen analyserar vikompetensuppbyggnaden för konsulter inom en teknisk domän som ständigt förändras. Dentredje delen är en utvärdering, på en översiktlig nivå, av ett nytt organisatoriskt koncept somEricsson har startat. Konceptet är ett sätt att hantera kunskap och kompetens inom olikatekniska domäner. Konceptet kallas för Global Competence Center.Metoden vi använde var intervjuer, som ett första steg för att lära oss ämnet men också för attlära oss organisationen som vi utförde vår studie i. Intervjuer användes också för att kunnabesvara våra frågeställningar. De anställda gav sin syn på vad som gör lärande mer effektivt.Exempel är hands-on, verklighetsbaserade och problembaserade uppgifter. Arbetetkombinerades med litteraturstudier och våra egna erfarenheter av lärande.Vår studie visar att en kombination av olika metoder, för att utveckla och sprida kunskap ochbygga kompetens, verkar vara mest lämplig. Detta är baserat på de intervjuades erfarenheteroch principerna av en teori om vuxnas lärande, kallad andragogik. Från intervjuerna fick viockså förslag på förbättringar för konsulternas arbetsroller. Ett kompetensprogramutvecklades för att bygga kompetens bland konsulter. Programmet använder case-studier ochmentorskap som två av metoderna, vilka båda drar nytta av hur teorierna om andragogiktillämpas.
This thesis is organized in three different parts. In the first part Ericsson’s methods fordeveloping and deploying the existing knowledge are analyzed. In the second part we analyzethe competence build-up for consultants within a technical domain that is constantly evolving.The third part is an evaluation, on an overview level, of a new organizational concept thatEricsson launched. The concept is a way to globally manage knowledge and competencewithin different technical domains. The concept is called Global Competence Center.The method applied was interviews, as a first step to learn about the subject and also forourselves to get to know the organization in which we conducted our research. Interviewswere also used in order to answer our research questions. The employees gave their view onwhat makes learning more efficient. Examples are hands-on, reality based and problemoriented tasks. This was combined with studies of literature and our own experiences oflearning.Our study shows that a combination of different methods for developing and deployingknowledge and building competence seems to be most suitable. This is based on theinterviewees’ experiences and the principles of a theory about adult learning called andragogy.From the interviews, we also received suggestions about work improvements for theconsultants’ work roles. A competence program was developed for the building ofcompetence amongst consultants. The program uses case studies and mentorship as two of themethods, which both apply to the theory of andragogy.

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Paoletta, Toni Marie. "EXAMINING EFFECTIVE TEACHER PRACTICES IN HIGHER EDUCATION." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1588158069785567.

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McClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.

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Recent literature suggests that communicative language tasks widely used by English as a Foreign Language (EFL) teachers to try and improve Japanese students’ learning have had little effect on improving their language ability and their intrinsic motivation to improve. Consequently, a number of teachers are now using interactive technology in the classroom although it has not been systematically implemented or widely studied. Understanding the approaches of successful EFL teachers—specifically, how teachers using an andragogic approach through experiential learning might affect student engagement—was the purpose of this qualitative study. The conceptual framework focused on student-centered learning and included Knowles’s theory of andragogy and Kolb’s experiential learning. The perceptions of 10 EFL teachers chosen through purposeful sampling and who regularly used technology in the classroom were gauged through structured interviews, direct observations, and document analysis. Emergent themes were extracted from the data through interpretive analysis. Results supported the fact that andragogic-based tasks with technology increased student engagement in the Japanese EFL university classroom by directly improving interaction between students and by stimulating communication and autonomous learning. The outcome of the study was a professional development program that was designed to provide better teacher training on facilitating technology-based lessons that engage learners and improve their language skills. Positive social change will result from providing better teacher training that focuses on facilitating technology-based lessons that engage Japanese university learners’ full potential and improve their language skills in more meaningful ways.

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Mather, Aksana P. "Best Teaching Practices for Engaging Adult Students' Foreign Language Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7407.

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Government initiatives for strengthening the safety of the United States led to increased requirements for military linguists' knowledge of foreign languages. This study explored the development of professional training for instructors at a military language school to address the gap in teaching services. The purpose of this single case study was to explore best teaching practices for engaging adult students' foreign language learning following andragogical principles. Knowles's theory of andragogy provided the conceptual framework. Data were collected using anonymous responses to an online survey from 26 instructors who answered 3 open-ended questions. Data were analyzed by coding answers to the research question and indicated that approximately one third of participants preferred language-centered practices for engaging their students' foreign language learning. Another third of the respondents noted learner-centered approaches, and the remainder listed both language- and learner-centered approaches among best teaching practices. The proposed curriculum might facilitate discussion about the benefits of each approach to promote teaching and learning at the site. Participating in suggested training that is grounded in the theory of andragogy and local data may bring about positive change by advancing instructors' expertise, improving educational services, and resulting in increased students' proficiency.

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Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.

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The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model. The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.

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Doherty, Jennifer. "Continuing Professional Education in Athletic Training: Is Knowledge Acquired and Retained?" Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/118.

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Objective: The purpose of this study was to assess certified athletic trainers' knowledge acquisition, knowledge retention, and satisfaction, following a continuing professional education (CPE) program offered in either a traditional, lecture-oriented format or an interactive format addressing adult learning strategy preferences. Design: We used a pre-test, post-test experimental design with comparison groups utilizing stratified randomization. Setting: The CPE program was held in the University wellness center classrooms. Subjects: Forty-six certified athletic trainers participated. Measurements: After determination of learning strategy preferences, a 30 item multiple-choice exam was administered prior to, immediately after, and one-month following the CPE program to determine level of knowledge acquisition and retention. Participant self-reported level of satisfaction was assessed with a questionnaire immediately following the CPE program. Results: A significant main effect for treatment (F2,70 = 6.02, p < 0.004) was observed indicating that subjects in the lecture format CPE program acquired and retained more knowledge than subjects in the interactive format regardless of learning strategy preference. There was no significant loss in knowledge observed one-month following the CPE program regardless of learning strategy preference or treatment (lecture or interactive CPE format). No significant differences in level of satisfaction by treatment (lecture or interactive CPE format) or by learning strategy preference (navigators, problem-solvers, or navigators) were noted; however, 13 (28.3%) reported an excellent level of satisfaction (mean satisfaction score of 4.0) and 31 (67.4%) reported an above average level of satisfaction (mean satisfaction scores of 3.0 to 3.88). Conclusions: Our data indicate that lecture format CPE programs may be optimal for knowledge acquisition and retention, independent of learning strategy preference. Knowledge retention did not decrease regardless of learning strategy preference or CPE format and actually demonstrated a further increase using the lecture format. Although our data suggest that participant satisfaction is independent of learning strategy preference and CPE format, the homogeneity of responses made it difficult to detect any relationship with regard to learning style preference and satisfaction.

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Hazelwood, Ashley Marie. "Teach Me, Toward Me: Returning the SISTAH to the SISTAH: Exploring the Use of Afrocentric Pedagogy and Andragogy for Black Women in the Higher Education Classroom." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505255/.

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The purpose of the study was two-fold. First, the study explored how self-identified Afrocentrist professors in higher education utilized Afrocentric pedagogy and andragogy to address the learning needs of students, specifically Black women students. Second, the study explored the ways in which Black women students experienced that learning in the higher education classroom. The purpose was advanced through an in-depth analysis of Afrocentric teaching and learning in the higher education. A sample of five self-identified Afrocentric faculty members - three females and two males - and five Black women students who studied with those professors was identified. Participants were interviewed individually in-person and by telephone. Data analysis resulted in the themes of the importance of living an Afrocentric life in which the African body is centered and elevated, rejection of European dominance and universalism, re-routing history, and introducing Afrocentricity as a methodology from which to analyze human life. These themes presented core values, approaches, practices and characteristics utilized in Afrocentric teaching. Findings also showed that the Black women student participants received multiple benefits from receiving an Afrocentric education that assisted them in their journeys through higher education. Study findings provided a foundation for the guidebook "Teach Me, Toward Me Kuongoza, "a tool for educators who choose to explore the Afrocentric journey, and for those who are curious about Afrocentricity's intent. The guidebook may be utilized by higher education institutions with a commitment to the academic lives of their Black students as well as those of diverse cultural backgrounds.

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Wilson, Clive Antonio. "A comparative study of the historical development of andragogy and the formation of its scientific foundation in Germany and the United States of America, 1833-1999 /." Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3122575.

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Dissertations / Theses on the topic 'Andragogy'

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