To see the other types of publications on this topic, follow the link: Andragogy.
Journal articles on the topic 'Andragogy'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Andragogy.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Isbah, Faliqul, and M. Fairuz Rosyid. "‘Amaliyyah al-Andragogiya li Mu’allim al-Lughah al_juhûd li Tarqiyyah al-Kafâ’ah al-Tarbawiyyah." Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 5, no. 02 (June 18, 2021): 170–90. http://dx.doi.org/10.15642/alfazuna.v5i02.1042.
Full textAbstract:
Abstract: Teachers have an obligation to provide quality teaching. Therefore, teachers always try to develop pedagogical competencies. One of the paths taken by the teacher to achieve that goal is by practicing a lifelong learning culture or andragogy. Starting from this problem, this study aims to examine the learning culture of Arabic teachers in improving pedagogical competence. The principles and characteristics of andragogy theory are used to develop research. The study uses qualitative methods with interview data collection techniques. While the research subjects were Arabic language teachers at the High School level and equivalent in Pekalongan. Data analyzed with Miles and Hubermen stages include, data collection, data reduction, data presentation and drawing conclusions. The practice of andragogy of Arabic teachers in Pekalogan can be said to be good and centered on developing pedagogical and professional competencies while social and moral competencies are the driving force of teachers to do lifelong learning.
Keywords: andragogy, Arabic language teacher and pedagogical competence.
Abstrak: Guru memiliki kewajiban untuk memberikan pengajaran yang berkualitas. Oleh karena itu, guru senantiasa berusaha untuk mengembangkan kompetensi pedagogik. Salah satu jalan yang ditempuh oleh guru untuk mencapai tujuan itu ialah dengan mempraktikkan budaya belajar sepanjang hayat atau andragogi. Bertolak dari permasalahan tersebut, penelitian ini bertujuan untuk mengkaji budaya belajar guru bahasa Arab dalam meningkatkan kompetensi pedagogik. Prinsip dan ciri teori andragogi digunakan untuk mengembangkan penelitian. Penelitian menggunaan metode kualitatif dengan teknik pengumpulan data wawancara. Sementara subyek penelitian adalah guru bahasa Arab tingkat Sekolah Menengah Atas dan sederajat di Pekalongan. Data dianalasis dengan tahapan Miles dan Hubermen meliputi, pengumpulan data, reduksi data, penyajian data dan penarikan simpulan. Praktik andragogi guru bahasa Arab di Pekalogan dapat dikatakan baik dan berpusat pada pengembangan kompetensi pedagogik dan kompetensi profesional sementara kompetensi sosial dan moral merupakan daya dorong guru untuk melakukan belajar sepanjang hayat.
Kata kunci: andragogi, guru bahasa Arab dan kompetensi pedagogik.
2
Lestari, Winda. "Pengembangan Modul Pembelajaran Bahasa Inggris Berbasis Andragogi Pada Program Studi Pendidikan Biologi di Universitas Muhammadiyah Palembang." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 1 (January 1, 2021): 171–77. http://dx.doi.org/10.51276/edu.v2i1.114.
Full textAbstract:
Abstract: This study aims to produce an andragogy-based English module that is valid, practical and has a potential effect on student learning outcomes in semester 2 of Muhammadiyah University of Palembang. The research procedure used the Rowntree model, namely: planning, development, and evaluation. In the evaluation stage, Tessmer's formative evaluation model is used which consists of 5 stages, namely: self evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. The result of this research is an andragogy-based English module. Modules are declared valid after being validated by material, language, and module design experts. The results of the one-to-one evaluation of 3 students stated that the students who were the research subjects gave very good responses to the andragogy-based module. The module is declared practical based on the results of one-to-one evaluations and small group evaluations. The results of the small group evaluation of 8 students obtained an average value of student responses to all aspects assessed at 82.47 in the practical category. The module is stated to have a potential effect on student learning outcomes because at the field test stage for 31 students, an N-gain of 0.58 was obtained, including the moderate category. Suggestions for lecturers, students and universities that this andragogy-based module can be used in learning English as well as for other researchers this andragogy-based module can be used as a reference in developing similar research. Abstrak: Penelitian ini bertujuan untuk menghasilkan modul bahasa Inggris berbasis andragogi yang valid, praktis dan memiliki efek potensial terhadap hasil belajar mahasiswa di semester 2 Universitas Muhammadiyah Palembang. Prosedur penelitian menggunakan model Rowntree, yaitu: perencanaan, pengembangan, dan evaluasi. Pada tahap evaluasi digunakan model evaluasi formatif Tessmer yang terdiri dari 5 tahap, yaitu: self evaluation, expert review, one-to-one evaluation, small group evaluation, dan field test. Hasil penelitian ini adalah modul bahasa Inggris berbasis andragogi. Modul dinyatakan valid setelah divaliadasi oleh ahli materi, bahasa, dan desain modul. Hasil one-to-one evaluation terhadap 3 orang mahasiswa, menyatakan mahasiswa yang dijadikan subjek penelitian memberi respon sangat baik terhadap modul berbasis andragogi. Modul dinyatakan praktis berdasarkan hasil one-to-one evaluation dan small group evaluation. Hasil small group evaluation terhadap 8 orang mahasiswa memperoleh nilai rata-rata tanggapan mahasiswa terhadap semua aspek yang dinilai sebesar 82,47 dengan kategori praktis. Modul dinyatakan memiliki efek potensial terhadap hasil belajar mahasiswa karena pada tahap field test terhadap 31 orang mahasiswa diperoleh N-gain 0,58 termasuk kategori sedang. Saran bagi dosen, siswa dan Universitas agar modul berbasis andragogi ini dapat dimanfaatkan dalam pembelajaran bahasa Inggris dengan sebaiknya serta bagi peneliti lain modul berbasis andragogi ini dapat dijadikan acuan dalam mengembangkan penelitian yang serupa.
3
‘Amalia Azis, Zia. "Pelaksanaan Pembelajaran Andragogi di Pondok Pesantren Al-Muayyad Windan Makamhaji Kartasura Sukoharjo Tahun 2019." Rayah Al-Islam 6, no. 2 (October 28, 2022): 210–35. http://dx.doi.org/10.37274/rais.v6i2.615.
Full textAbstract:
Abstrak
Pondok Pesantren Al-Muayyad Windan memberikan pola pembelajaran yang sesuai dengan usia tersebut adalah pembelajaran andragogi. Dalam merealisasikan pembelajaran andragogi, pondok pesantren ini memiliki program pembelajaran lanjutan yang menunjang santri dalam mengambil peran di masyarakat. Sehingga peneliti bertujuan untuk mengetahui pelaksanaan pembelajaran andragogi di Pondok Pesantren Al-Muayyad Windan Makamhaji Kartasura Sukoharjo. Metode penelitian yang digunakan yaitu metode deskriptif kualitatif. Subjek penelitian ini adalah saudara Faisal Ibrahim selaku pengampu materi Fiqih sekaligus santri di Kelas Ulya dan santri-santri kelas Ulya, pengasuh dan ketua pondok PP Al-Muayyad Windan. Metode pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. Tehnik keabsahan data yaitu Triangulasi sumber dan metode, dan teknik analisis data menggunakan analisis interaktif dengan langkah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa proses pembelajaran, ada empat prinsip pembelajaran andragogi yang terangkum dalam tiga tahapan. Tahap pertama Praintruksional sesuai dengan prinsip pertama yaitu kesiapan belajar. Tahapan kedua Intruksional sesuai dengan urutan prinsip pembelajaran andragogi yang kedua yaitu participation (peran serta). Pada tahap ini sesuai dengan prinsip yang ketiga application (penerapan) yaitu menjadi pengajar di luar. Sehingga santri dapat belajar dalam keadaan baru di luar kelas sesuai dengan prinsip keempat yaitu transfer of learning (alih belajar), terakhir tahap Evaluasi.
Abstract
Al-Muayyad Windan Islamic Boarding School provides an age-appropriate learning pattern, namely andragogy learning. In realizing andragogy learning, this Islamic boarding school has an advanced learning program that supports students in taking a role in society. So that the researcher aims to determine the implementation of andragogy learning at the Al-Muayyad Windan Islamic Boarding School in Kartasura Sukoharjo. The research method used is descriptive qualitative method. The subject of this research is Faisal Ibrahim as the tutor of Fiqh material as well as students in Ulya Class and Ulya class students, caregivers and head of Pondok PP Al-Muayyad Windan. Methods of data collection using the method of observation, interviews, and documentation. The data validity technique is triangulation of sources and methods, and data analysis techniques using interactive analysis with steps of data reduction, data presentation, and drawing conclusions. The results of the study indicate that in the learning process, there are four principles of andragogy learning which are summarized in three stages. The first pre-instructional stage is in accordance with the first principle, namely readiness to learn. The second instructional stage is in accordance with the second andragogy learning principle, namely participation (participation). At this stage, it is in accordance with the third principle (application) which is to become an outside teacher. So that students can learn in new circumstances outside the classroom in accordance with the fourth fourth, namely transfer of learning), the last stage of evaluation
4
Zaichko, N. V., S. V. Shevchuk, K. O. Zaichko, I. A. Samborska, and O. I. Shtatko. "Andragogy in higher medical education: features of implementation in fundamental and clinical disciplines." Reports of Vinnytsia National Medical University 26, no. 4 (December 24, 2022): 600–605. http://dx.doi.org/10.31393/reports-vnmedical-2022-26(4)-14.
Full textAbstract:
Annotation. The article summarizes the main aspects of andragogy - the science of adult education, considers key terms, and characterizes the principles and methods of andragogy. The regulatory documentation regulating the organization and requirements for the development of andragogical competence of teachers was analyzed; electronic resources of PubMed were studied; Google Academy with depth of bibliographic search 2012-2022; the experience of applying aspects of andragogy in the scientific and pedagogical work of the departments of biological and general chemistry and the department of internal medicine №2 of National Pirogov Memorial Medical University, Vinnytsya was analyzed and summarized. It is shown, that the effectiveness of the modernization of higher medical education in Ukraine, requires the formation of a new generation of scientific and pedagogical workers who are capable of self-improvement, self-development, and lifelong education. A scientific and pedagogical worker in the field of higher medical education must understand the basic principles of andragogy, constantly develop and improve his andragogy competence, and master the methods of mentoring, moderation, and facilitation. The application of the principles of andragogy in higher medical education is aimed at the formation of a competitive specialist capable of continuous professional development throughout life based on an atmosphere of freedom, creativity, tolerance, responsibility, an individual educational trajectory, and equal opportunities for subjects of study. The implementation of andragogic technologies and methods in institutions of higher medical education depends on educational goals and can vary in fundamental and clinical disciplines. Prospects for further research are the development of normative documents and recommendations on the methodology of andragogy for employees of a higher medical school.
5
Setyawan, Cahya Edi. "Pendekatan Andragogi dalam Pembelajaran Bahasa Arab." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 2 (December 22, 2017): 317–34. http://dx.doi.org/10.14421/almahara.2017.032-07.
Full textAbstract:
The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adult-like adults. In learning Arabic there is a problem when adults begin to study the material that should be the same as madrasah tsanawiyah or aliyah. Teachers should treat like adults in the learning process, therefore adults as students should be treated appropriately. Teachers are no longer the main actors or as learning centers but teachers are only facilitators and students become learning centers. The learning process focuses on providing assistance to the participants to understand what is the focus of attention and problems. Arabic learning using Andragogi approach focuses on aspects of student self-concept in learning objectives, previous learning experiences about Arabic, readiness to learn new Arabic material with new environmental conditions, and orientation or ideals towards learning Arabic. Arabic learning model using Andragogi approach include the method of humanistic, constructiveness, and problem solving.
6
Costa, Amália Fernanda, Regina Mara Silva Pereira, and Regina Mara Silva Pereira. "A lógica freudiana em andragogia / Freudian logic in andragogy." Brazilian Journal of Development 8, no. 3 (March 30, 2022): 21763–68. http://dx.doi.org/10.34117/bjdv8n3-397.
Full text
7
Gitterman, Alex. "Interactive Andragogy." Journal of Teaching in Social Work 24, no. 3-4 (December 21, 2004): 95–112. http://dx.doi.org/10.1300/j067v24n03_07.
Full text
8
NURFARUQI, MADJID. "PENERAPAN PRINSIP PEMBELAJARAN ANDRAGOGI DALAM Q.S AL-KAHFI AYAT 60-82 : STUDI DI PROGRAM STUDI MAGISTER PAI UIN SMH BANTEN." CENDEKIA: Jurnal Ilmu Pengetahuan 2, no. 4 (November 28, 2022): 296–305. http://dx.doi.org/10.51878/cendekia.v2i4.1685.
Full textAbstract:
The purpose of this research is to explain: 1) The principles of andragogy learning in Q.S al-Kahfi verses 60-82, 2) The principles of andragogy learning in the Islamic Religious Education Masters Study Program at UIN Sultan Maulana Hasanuddin Banten, 3). Application of andragogy learning principles in the Islamic Religious Education Masters Study Program at UIN Sultan Maulana Hasanuddin Banten and 4) Supporting and inhibiting factors in the application of andragogy learning principles in the PAI Masters Study Program at UIN Sultan Maulana Hasanuddin Banten. In this research, the approach taken is qualitative, namely research that produces data on the study of Al-Quran texts from three tafisr books (Ibnu Katsir, al-Mishbah and Jalalain) as well as descriptive in the form of written or spoken words from observable people in the form of interviews with seven respondents. The results of this study, 1) The principles of andragogy learning in surah al-Kahf verses 60-82 namely, self-motivation (verses 60-61), constructivism (63-64), learning contracts (verses 65-70), dialogic (verses 71- 78) and mastery learning (verses 79-82). 2) The principles of andragogy learning in the PAI Masters Study Program at UIN Sultan Maulana Hasanuddin Banten from the results of interviews include attention, motivation, activeness, direct involvement, interest, experience, dialogic, democratic, egalitarian, creative and analytical. 3) The application of the learning principle of andragogy in Q.S al-Kahf verses 60-82 in the Islamic Religious Education Masters Study Program at UIN Sultan Maulana Hasanuddin Banten is the principle of motivation and discussion, this principle is also applied by the lecturers in learning. 4) Supporting factors, namely the existence of sophisticated media such as Google Meet, Google Scholar, Google Classroom, Online Library, Zoom Meet and Voice Notes. In addition to sophisticated media, there must be infrastructure that can support learning as well as strategies, media, methods and evaluation of learning so that it becomes good learning. Inhibiting factors, students have limited time. Another inhibiting factor is a feeling of laziness to read. Tools and materials such as laptops and cellphones must be supported. ABSTRAKTujuan penelitan ini untuk menjelaskan: 1) Prinsip pembelajaran andragogi dalam Q.S al-kahfi ayat 60-82, 2) Prinsip pembelajaran andragogy di Program Studi Magister Pendidikan Agama Islam UIN Sultan Maulana Hasanuddin Banten, 3). Penerapan prinsip pembelajaran andragogy di Program Studi Magister Pendidikan Agama Islam UIN Sultan Maulana Hasanuddin Banten dan 4) Faktor pendukung dan penghambat dalam penerapan prinsip pembelajaran andragogy di Program Studi Magister PAI UIN Sultan Maulana Hasanuddin Banten. Pada penelitian ini pendekatan yang ditempuh adalah kualitatif, yaitu penelitan yang menghasilkan data kajian teks al-Quran dari tiga kitab tafisr (Ibnu Katsir, al-Mishbah dan Jalalain) serta deskriptif berupa kata-kata tertulis atau lisan dari orang-orang yang dapat diamati berupa wawancara dengan tujuh responden. Hasil penelitian ini, 1) Prinsip pembelajaran andragogy dalam surat al-kahfi ayat 60-82 yaitu, self motivation (ayat 60-61), konstrutivisme (63-64), learning contract (ayat 65-70), dialogis (ayat 71-78) serta mastery learning (ayat 79-82). 2) Prinsip pembelajaran andragogy di Program Studi Magister PAI UIN Sultan Maulana Hasanuddin Banten dari hasil wawancara diantaranya, perhatian, motivasi, keaktifan, keterlibatan langsung, minat, pengalaman, dialogis, demokratis, egaliter, kreatif dan analitis. 3) Penerapan prinsip pembelajaran andragogy dalam Q.S al-Kahfi ayat 60-82 di Program Studi Magister Pendidikan Agama Islam UIN Sultan Maulana Hasanuddin Banten adalah prinsip motivasi dan diskusi, prinsip ini diterapkan juga oleh para dosen dalam pembelajaran. 4) Faktor pendukung, yaitu dengan adanya media yang canggih seperti google meet, goole cendekia, google classroom, perpustakaan online, zoom meet dan voice note. Selain media yang canggih harus adanya sarana prasarana yang mampu menunjang dalam pembelajaran serta strategi, media, metode dan evaluasi pembelajaran agar menjadi pembelajaran yang baik. Faktor penghambat, mahasisiwa memilki keterbatasan waktu, Faktor lain yang menghambat adalah rasa malas membaca. Alat dan bahan seperti laptop dan handphond harus support.
9
Sufirmansyah, Sufirmansyah. "Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era." Didaktika Religia 6, no. 2 (February 15, 2019): 351–70. http://dx.doi.org/10.30762/didaktika.v6i2.1111.
Full textAbstract:
This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies.
تبحث هذه المقالة في تفعيل استراتيجيات التعلم الاندروجرافية للتعليم العالي في عصر الاضطراب. إن عصر الاضطراب كأثر للعولمة يتطلب سلامة مثالية للفرد حتى يتمكنوا من عيش حياتهم بشكل جيد. من المتوقع أن يتمكن الطلاب والمتعلمون فى الجامعة من التأويل والعمل حتى يتمكنوا من التعلم بفعالية من أجل مستقبلهم. يتم اختيار نهج نوعية البحث المكتبية من أجل تجميع مختلف المراجع ذات الصلة المتعلقة باستراتيجيات التعلم الاندروجرافية andragogical بطريقة شاملة. استنادًا إلى دراسات من عدة مراجع ، يمكن استنتاج أن الاندروجرافية وثيقة الصلة باحتياجات الطلاب كمتعلمين بالغين. الرغبة في التعلم ، والقدرة على التعلم ، ووسائل التعلم ، والحاجة إلى التعلم تصبح النظر في أهمية مفهوم الاندروجرافية andragogy لاحتياجات الطلاب. من ناحية أخرى ، فإن مبدأ الاندروجرافية هو أيضا تآزري للغاية مع تطوير استقلالية التعلم من المتعلم. أدى تطور عصر سريع للغاية من الاضطراب إلى تغييرات في أنماط التعلم ، من المعلم الذي يركز على الطلاب. يجب أن تؤخذ عملية التعلم الاندروجرافية بعين الاعتبار عن احتياجات المتعلم وبعض جوانب الفردية كالتفرد والإمكانات التي يجب تطويرها. إن الافتراضات التي تكمن وراء استراتيجيات التعلم الاندروجرافية في مؤسسات التعليم العالي هي أن الطلاب يجب أن يفهموا توجههم التعلمي ، وأن يكون لديهم مفهوم ذاتي عن المسؤول ، وأن يتعلموا خبرات حياتهم ، وأن يدركوا استعدادهم للتعلم ، والتعلم بشكل ملموس ، وتعزيز دافعهم الداخلي. يمكن تعظيم الاستفادة من استراتيجيات التعلم الاندروجرافية من خلال دراسة عملية التعلم في السياق ، وزيادة المشاركة في التعلم ، والاستفادة من تقدم العلوم والتكنولوجيا. يجب تحسين الإنترنت كمساعدات تعليمية حتى يتمكن الطلاب من فهم الظروف الحالية للبيئة التي سيواجهونها في العالم الحقيقي. وبالتالي ، يمكن التغلب على متطلبات عصر الاضطراب من خلال تفعيل استراتيجيات التعلم الاندروجرافية.
Artikel ini mengkaji aktualisasi strategi pembelajaran andragogis bagi pendidikan tinggi di era disrupsi. Era disrupsi sebagai efek globalisasi menuntut integritas optimal dari seorang individu agar mereka dapat menjalani kehidupan dengan baik. Mahasiswa sebagai pembelajar dewasa diharapkan mampu memaknai sekaligus menyiasati agar pembelajaran yang mereka lakukan dapat berjalan secara efektif demi masa depan mereka. Pendekatan kualitatif berjenis library research dipilih dalam rangka merangkai berbagai referensi yang relevan terkait dengan strategi pembelajaran andragogis secara holistik. Berdasarkan kajian dari beberapa referensi, dapat disimpulkan bahwa andragogi sangat relevan dengan kebutuhan mahasiswa sebagai pembelajar dewasa. Desire to learn, ability to learn, means to learn, serta need to learn menjadi pertimbangan relevansi konsep andragogi dengan kebutuhan mahasiswa. Di sisi lain, prinsip andragogi juga sangat sinergis dengan pengembangan kemandirian belajar dari seorang pembelajar. Perkembangan era disrupsi yang sangat pesat mendorong perubahan pola pembelajaran, dari teacher centered menju student centered. Proses pembelajaran andragogis harus mempertimbangkan kebutuhan pembelajar serta beberapa aspek individualitasnya sebagai keunikan dan potensi yang harus dikembangkan. Asumsi yang mendasari strategi pembelajaran andragoogis di perguruan tinggi diantaranaya yaitu mahasiswa harus memahami orientasi belajarnya, memiliki konsep diri yang bertanggung jawab, mempelajari pengalaman hidupnya, menyadari kesiapan belajarnya, belajar secara konkret, serta menguatkan motivasi intrinsiknya. Adapun aktualisasi strategi pembelajaran andragogis dapat dimaksimalkan dengan cara mengkaji proses pembelajaran secara kontekstual, meningkatkan partisipasi dalam pembelajaran, serta memanfaatkan kemajuan ilmu pengetahuan dan teknologi. Internet harus dioptimalkan sebagai alat bantu pembelajaran agar mahasiswa dapat memahami kondisi terkini dari lingkungan yang ia akan hadapi di dunia nyata. Dengan demikian, tuntutan era disrupsi dapat diatasi melalui aktualisasi strategi pembelajaran andragogis.
10
Abeni, El-Amin. "Andragogy: A Theory in Practice in Higher Education." Journal of Research in Higher Education 4, no. 2 (December 19, 2020): 54–69. http://dx.doi.org/10.24193/jrhe.2020.2.4.
Full textAbstract:
Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style are considered.
11
Bennadi, Darshana. "Pedagogy to andragogy." International Journal of Medical Research & Health Sciences 3, no. 1 (2014): 171. http://dx.doi.org/10.5958/j.2319-5886.3.1.033.
Full text
12
Forrest, Stephen Paul, and Tim O. Peterson. "It's Called Andragogy." Academy of Management Learning & Education 5, no. 1 (March 2006): 113–22. http://dx.doi.org/10.5465/amle.2006.20388390.
Full text
13
Keenan, Lori M. "Andragogy Off-Campus:." Reference Librarian 10, no. 24 (May 23, 1989): 147–58. http://dx.doi.org/10.1300/j120v10n24_12.
Full text
14
Makovec, Danijela. "Käpplinger idr. - Cultures of program planning in adult education. Concepts, Research Results and Archives." Andragoška spoznanja 24, no. 2 (July 17, 2018): 121–22. http://dx.doi.org/10.4312/as.24.2.121-122.
Full textAbstract:
Načrtovanje in oblikovanje izobraževalnih programov za odrasle je ena od jedrnih dejavnosti andragoga. Dobro pripravljeni izobraževalni programi so rezultat mnogih profesionalnih kompetenc, ki se mrežno povezujejo in interaktivno uresničujejo. Kljub temu pa imamo razmeroma malo raziskav s področja načrtovanja izobraževalnih programov za odrasle, zato je delo Cultures of Program Planning in Adult Education zelo dobrodošlo tako za razvoj teorije kot za premislek obstoječe prakse. Izšlo je v zbirki Studies in pedagogy, andragogy and gerontagogy lansko leto.
15
Warren, Clay. "Andragogy and N. F. S. Grundtvig revisited." Grundtvig-Studier 60, no. 1 (January 1, 2009): 165–72. http://dx.doi.org/10.7146/grs.v60i1.16543.
Full textAbstract:
Andragogy and N. F. S. Grundtvig revisited[Gensyn med andragogik og N. F. S. Grundtvig]Af Clay WarrenSom indledning til den efterfølgende artikel (Andragogy and N. F. S. Grundtvig: A Critical Link, her genoptrykt fra 1989 med henblik på at give emnet fornyet opmærksomhed i en snævrere kontekst af dansk og international Grundtvig-forskning), præsenterer Clay Warren en oversigt over de amerikanske publikationer på det andragogiske område (voksenuddannelse og livslang læring) siden 1989. Forfatteren påviser, at den mellemliggende amerikanske historieforskning ikke i særlig nævneværdig grad har anerkendt hverken den danske højskolebevægelses eller Grundtvigs egen historiske betydning for voksenuddannelse og livslang læring. Situationen er således mere eller mindre den samme i dag som i 1989. Kun Grundtvig som historisk person har opnået en vis omtale, men den synes dog at være baseret på mundtlige traditioner snarere end på akademiske studier af kildemateriale, og er tillige gentaget fra forfatter til forfatter uden kritisk revurdering eller efterprøvelse. Situationen er delvist forårsaget af mangelen på videnskabelige engelsksprogede udgaver og oversættelser af kildematerialerne. Der er dog enkelte opmuntrende tegn på, at der i de seneste år er sat projekter i gang for at kompensere for denne mangel.
16
M. Savićević, Dušan. "Istraživačka teritorija andragogije." Obrazovanje odraslih/Adult Education 10, no. 1 2010 (2010): 87–101. http://dx.doi.org/10.53617/issn2744-2047.2010.10.1.87.
Full textAbstract:
Research territory (filed/area) of andragogy was not the issue of extended considerations. For a long period there was no interest for research work in the field of adult education and learning. Times have changed and with this (in a positive way) the attitude towards research. Every science seeks to designate their respective fields. There is no reason for andragogy to act otherwise. The research area of andragogy is very complex and multidimensional. The complexity stems from the complexity of the research subject - adult education and learning. The whole research area system has been descirbed. This system is neither complete nor finished. There is compliance among theorists and researchers that these areas sholud be expanded. Andragogists have to prepare themselves for these challenges, theoretically and methodologically. Adult education and learning is not only moving toward higher professionalisation but also toward more research acitivities. Andragogy is missing a critical synthesis and a generalisation of many different partial results.
17
Syafri, Ulil Amri, Rahendra Maya, and Amie Primarni. "Implikasi konsep heutagogi dalam pendidikan Islam kontemporer." Ta'dibuna: Jurnal Pendidikan Islam 10, no. 1 (March 5, 2021): 45. http://dx.doi.org/10.32832/tadibuna.v10i1.4249.
Full textAbstract:
<p class="15bIsiAbstractBInggris"><em>This article aims philosophically-conceptually to identify the educational implications of the concept of heutagogy in contemporary Islamic education, especially in the era of 4.0 which demands learning and acquiring knowledges and skills effectively and efficiently so that learners have adaptive and innovative advantages. As a continuum that does not stand alone with the concepts of pedagogy and andragogy, especially as a continuation of andragogy; the concept of heutagogy which is in line with the concept of Islamic education is a model of independent learning or learning by/for himself as a learner. This research is a qualitative research with descriptive method. Based on the results of the discussion of the educational implications of heutagogy in contemporary Islamic education, including the determination of spirit (’uluww al-himmah) in learning (thalab al-’ilm), lifelong learning (al-ta’allum madâ al-<span style="text-decoration: underline;">h</span>ayâh), educational awareness, and integration of heutagogy into the concept of pedagogy-andragogy.</em></p><p class="15cKeywordsBInggris"><strong><br /></strong></p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Artikel ini bertujuan secara filosofis-konsepsional untuk mengidentifikasi implikasi edukatif dari konsep heutagogi dalam pendidikan Islam kontemporer, khususnya di era 4.0 yang menuntut pembelajaran serta pemerolehan ilmu pengetahuan dan keterampilan secara efektif dan efisien agar pembelajarnya memiliki keunggulan yang adaptif dan inovatif. Sebagai suatu kontinum yang tidak berdiri sendiri dengan konsep pedagogi dan andragogi, terutama sebagai kelanjutan dari andragogi; konsep heutagogi yang selaras dengan konsep pendidikan Islam merupakan model pembelajaran mandiri atau pembelajaran oleh/untuk diri sendiri seorang pembelajar. Penelitian ini merupakan penelitian kualitatif dengan metode deskriptif. Berdasarkan hasil pembahasan implikasi edukatif heutagogi yang dalam pendidikan Islam kontemporer meliputi tekad baja (<em>’uluww al-himmah</em>) dalam belajar (<em>thalab al-’ilm</em>), belajar sepanjang hidup (<em>life long learning</em>, <em>al-ta’allum madâ al-<span style="text-decoration: underline;">h</span>ayâh</em>), kesadaran pendidikan, dan integrasi heutagogi ke dalam konsep pedagogi-andragogi.</p>
18
Benavides, Abraham David, Laura Keyes, Ivonne Linares-Hernández, Veronica Martinez-Miranda, and Pablo Romanazzi. "Service-Learning in Higher Education: Andragogy in Argentina, Mexico, and the United States." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 4 (November 18, 2022): 275–304. http://dx.doi.org/10.36366/frontiers.v34i4.745.
Full textAbstract:
This paper examines service-learning case studies in Argentina, Mexico, and the United States. It analyzes whether Andragogy, the study of how to teach adult learners, is equally applicable and effective in different country contexts. First, we argue that service-learning is the most natural and appropriate teaching technique that aligns with the Theory of Andragogy. We then discuss how a clear understanding of Andragogy is the key to helping mature students process knowledge. Two cases of service-learning in an international context provide a research platform for examining differences in learning concepts, constructs, and student competences. We juxtapose Argentina and Mexico governance against U.S. governance, and we differentiate the public policy challenges within the two contexts. Our methodological approach employs grounded theory to identify themes of knowledge transfer through problematic environments. By comparing service-learning strategies in Argentina and Mexico vis-à-vis in the U.S., we find variations in assumptions of public administration practice, teaching methods, and student learning outcomes. Abstract in Spanish Este documento examina casos de estudio del aprendizaje y servicio en Argentina, México y los Estados Unidos. Analiza si la Andragogía, el estudio de cómo enseñar a los estudiantes adultos, es igualmente aceptable y efectivo en contextos de diferentes países. Primero, se planteó que la técnica de la enseñanza del aprendizaje y servicio es lo más natural y apropiado que se alinea con la Teoría de Andragogía. Después se fundamentó que un entendimiento claro de la Andragogía es la clave para ayudar a estudiantes adultos a procesar el conocimiento. Dos casos de estudio del aprendizaje y servicio en un contexto internacional proveen una plataforma para investigar diferencias en el aprendizaje con respecto a conceptos, construcciones, y competencias de los estudiantes. Se yuxtapone la gobernabilidad de Argentina y México con respecto a la gobernabilidad de los Estados Unidos y se diferencian los desafíos de las políticas públicas dentro de estos dos contextos. La metodología emplea la teoría fundamentada para identificar temas de la transferencia de conocimiento en ambientes problemáticos. Al comparar estrategias del aprendizaje y servicio en Argentina y México con respecto a los Estados Unidos, se encontró variación en los supuestos de la práctica de la administración pública, métodos de enseñanza, y resultados del aprendizaje del estudiante.
19
Tipton, Whitney, and Stephanie Wideman. "Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom." Journal of Communication Pedagogy 5 (2021): 156–63. http://dx.doi.org/10.31446/jcp.2021.2.16.
Full textAbstract:
Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy—a classroom approach rooted in invitational rhetoric (S. Foss & Griffin, 1995) and Knowles’s assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the campus at large. To explain how an invitational approach to the andragogic classroom can be achieved, we identify opportunities to apply the strategic prongs of invitational rhetoric: (a) offering perspectives and (b) creating external conditions that promote safety, value, and freedom.
20
Anwika, Yuka Martlisda, Titi Maemunaty, Wilson Wilson, and Aswandi Bahar. "Implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 9, no. 4 (November 30, 2021): 627. http://dx.doi.org/10.24036/spektrumpls.v9i4.115447.
Full textAbstract:
This study aims to determine the implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors in Kampar Regency. The method used is descriptive qualitative. Researchers used observation, interviews and documentation. Sources of data are 2 tutors 5 students. The results showed that the implementation of the andragogy learning model was the delivery of material from the tutor/training instructor according to the material that had been mutually agreed upon, then there was a question and answer or discussion for joint evaluation. The results of the andragogy learning model showed that there was an increase and change in terms of knowledge, attitudes and skills. In knowledge knowing about andragogy competencies and how to apply them in adult learning. In attitude that the trainees are very good in attitude, behavior and activity so that enthusiasm in learning is very good. In terms of skills, participants have been able to practice in learning about andragogy competencies because they have in-depth understanding of andragogy competencies for tutors after training. The supporting factors are the enthusiasm of the participants, the focus of the participants, supported by PKBM Mutiara Kampar, the network between PKBM and tutors who are able to guide the participants well, and teach the material as expected. The inhibiting factor is the timing and delivery of materials that adapt to the understanding of the participants.
21
Eripuddin and Jufrizal. "Education, Pedagogy and Andragogy." JEE (Journal of English Education) 7, no. 1 (June 30, 2021): 103–23. http://dx.doi.org/10.30606/jee.v7i1.985.
Full textAbstract:
This article discusses the basic concept and theories of education, pedagogy and andragogy. It explores various scholarly definitions and consepts about tranferring the knowledge to young learners and adult learners. The article will be useful for practicing teachers, students, college and university lecturers, school-based in-service coordinators, advisory teachers and school mentors dealing with the concepts and theories of education, pedagogy, and andragogy. This is a theoretical-based on the literature study. The result of the study argues that the competencies in teaching and understanding students in learning whether young learners and adult learners are an appropriate system in education. So, educators or stakeholders should consider for more understanding about education, pedagogy and andragogy in technology era now. The success of an education is largely determined by the approach used by educators and teachers in understanding concepts of education, pedagogy and andragogy, and learning material as well.
22
Kealy, Seán P. "Andragogy and the Bible." Irish Theological Quarterly 53, no. 1 (January 1987): 52–65. http://dx.doi.org/10.1177/002114008705300104.
Full text
23
Linganna, Regina E., and Jordan E. Goldhammer. "OMG! Andragogy for Millennials." Journal of Cardiothoracic and Vascular Anesthesia 34, no. 5 (May 2020): 1250–51. http://dx.doi.org/10.1053/j.jvca.2020.01.017.
Full text
24
Keefe, Dennis. "Andragogy in the Appalachians." International Journal of Adult Vocational Education and Technology 6, no. 3 (July 2015): 16–30. http://dx.doi.org/10.4018/ijavet.2015070102.
Full textAbstract:
In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education for older learners, myriad schools and programs dot the educational landscape, but one particularly unorthodox institution of adult education, the Highlander Folk School, led by activist educator Myles Horton, stands out for its teaching roles in the Union Labor Movement of the 1930s and 1940s, and the Civil Rights Movement of the 1950s and 1960s. This paper looks at Myles Horton of the Highlander Folk School, his background, education and preparation for establishing his lifelong dream of using alternative education among the “common uncommon people” for learning how to solve social and economic justice problems, and this paper then focuses on the extent to which the philosophy and teaching actions of Horton correspond to the Six Assumption Framework of andragogy as delineated by Malcolm Knowles.
25
Tusadiah, Fifi Rahman, and Jalius Jalius. "Description of Facilitator Andragogy Competence in Avocado Breeder Training at the West Sumatra Agricultural Training Center." KOLOKIUM Jurnal Pendidikan Luar Sekolah 9, no. 2 (October 15, 2021): 149–59. http://dx.doi.org/10.24036/kolokium-pls.v9i2.490.
Full textAbstract:
This study describes the andragogy competence of facilitators in the training of avocado breeders at the West Sumatra agricultural training center who are competent. This can be seen through the approach and encouragement made by the facilitator to the training participants in carrying out the training, then the facilitator also uses appropriate learning media and appropriate training methods. The objectives of this study are to (1) describe the Andragogy Competence of the Facilitator in understanding the learning community. (2) Describe the Andragogy Competence of the Facilitator in designing learning. (3) Describe the Andragogy Competence of the Facilitator in carrying out learning. (4) Describe the Andragogy Competence of the Facilitator in evaluating learning. This research is a research with a quantitative approach and the type of this research is descriptive. The population in this study were 30 people, the sampling technique was random sampling and taken as many as 50% or as many as 15 people. Techniques in collecting data using a questionnaire and data collection tools in the form of a list of statements. The data analysis technique uses the percentage formula. The results of this study indicate that: (1) Description of the andragogy competence of facilitators in avocado breeder training at the West Sumatra Agricultural Training Center. Judging from the sub-variable Understanding Learning Citizens, it is categorized as competent. (2) Description of facilitator's andragogy competence in avocado breeder training at the West Sumatra Agricultural Training Center. Judging from the sub-variables in designing learning, they are categorized as competent. (3) Description of facilitator's andragogy competence in avocado breeder training at the West Sumatra Agricultural Training Center. Judging from the sub-variables carrying out learning are categorized as competent. (4) Description of facilitator's andragogy competence in avocado breeder training at the West Sumatra Agricultural Training Center. Judging from the sub-variables, evaluating learning is categorized as competent. For further researchers to be able to use this thesis as a reference and to look for new findings so that they can increase the existing variables.
26
SUTARDI, SUTARDI, and VIRMAN VIRMAN. "PENGARUH PENERAPAN METODE ANDRAGOGI TERHADAP TINGKAT PENDIDIKAN, KEAKTIFAN KERJA DAN HASIL PANEN PADI PADA SEKOLAH LAPANG PENGENDALIAN HAMA TERPADU (SLPHT) DI DISTRIK AIMAS KABUPATEN SORONG." Jurnal Ilmu Pendidikan Indonesia 5, no. 2 (May 22, 2018): 1–8. http://dx.doi.org/10.31957/jipi.v5i2.242.
Full textAbstract:
This study examines the effect of the application of the method to focus Andragogy the level of education, active labor and the harvest on Integrated Pest Management Field School (FFS) in District Aimas Sorong Regency. Implementation of this research was conducted in three groups of farmers in the district forward Aimas ie farmer groups of 25 people, farmer groups and the border of the farmer 25 farmer groups Rukun Wargi 25 people that totaled 75 people. This research is experimental real. For the regression test results of this study indicate that there is a significant contribution between andragogy methods the education level of 0.4%, a simple regression test results showed that, Andragogy method to work activeness of 1.2%, while for methods of andragogy against varabel harvest rice result of 45.7%. Based on the results of this study concluded that there is the influence of the simultaneous application of the method Andragogy the level of education, active labor and the harvest on Integrated Pest Management Field School (FFS) in District Aimas Sorong Regency.
27
Tymchuk, Liudmyla, Nadiia Grytsyk, Vasyl Yahupov, Yaroslav Syvokhop, Tetiana Hrinchenko, and Valentyna Svystun. "Andragogy: Theory and Practice of Adult Education Development in Ukraine." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 185–205. http://dx.doi.org/10.18662/rrem/13.2/417.
Full textAbstract:
At this point, there are no systematic studies on the problems of adult education as a field of scientific and theoretical elaboration and its transformation in andragogy in Ukraine. The article aims to conduct a holistic and systematic analysis of establishing and developing andragogy as a theory and practice of adult education in Ukraine between the late 19th century - the 20th century to use the positive historical experience in modern andragogy. The article justifies the periodization of andragogy development in Ukraine (the 1850s-1917 - the emergence of theory and practice of adult learning in the context of developing adult education as a form of social and educational movement and out-of-school education; 1918-1940 - the establishment of scientific principles of adult learning in the system of illiteracy elimination and political education; the 1950s-1980s - the scientific elaboration of andragogical problems in the light of the Soviet concept of adult pedagogy; the 1990s - the early 21st century - the development of andragogy as a science, academic subject, social practice). The periodization of andragogy development in Ukraine has made it possible to identify the system-forming processes in adult education at the level of structural and organizational forms. A historiographical analysis of the problem under study shows that Ukrainian scholars pay much attention to adult education as a socio-cultural phenomenon with deep historical traditions and heritage. Despite the growing interest of scholars in this particular problem, the term “andragogy” is not commonly used in the context of their research. At the same time, almost all authors are interested in the theory and practice of adult learning.
28
Suprijandoko, Firman. "HYPNO-ANDRAGOGY 2.0: TRANSFORMATION OF LEARNING PROCESS USING HYPNOSIS METHOD IN ANDRAGOGY CLASS." PEOPLE: International Journal of Social Sciences 4, no. 3 (November 18, 2018): 196–207. http://dx.doi.org/10.20319/pijss.2018.43.196207.
Full text
29
Manangsa, Via Armu, Paidi Gusmuliana, and Eka Apriani. "Teaching English by Using Andragogy Approach for EFL Students." Journal of English Education and Teaching 4, no. 3 (September 2, 2020): 386–400. http://dx.doi.org/10.33369/jeet.4.3.386-400.
Full textAbstract:
This study aims to find out whether the English lecturer study program, in other words, has applied andragogy as teaching to people who have been considered adults. The lecturer uses andragogy as a good guide in conveying a knowledge that is focused on student experience, student needs and related to student personalization. Andragogy is instruction for adults to be more focused on the process and to reduce less on the content taught in learning. This article adopts the instruments of the victor cx wang article published in 2015. These findings indicate that lecturers are more directed towards students who become students-centered which are characterized by group discussions, lecturers only direct through lectures and encourage students to dialogue. This teaching method is in line with teaching andragogy which directs adult students to be independent in learning.
30
Warren, Clay. "Andragogy and N. F. S. Grundtvig: A critical link." Grundtvig-Studier 60, no. 1 (January 1, 2009): 173–87. http://dx.doi.org/10.7146/grs.v60i1.16544.
Full textAbstract:
Andragogy and N. F. S. Grundtvig: A Critical Link[Andragogik og N. F. S. Grundtvig: en kritisk vurdering]Af Clay WarrenI udforskningen af spørgsmålet: Hvordan har N. F. S. Grundtvigs filosofi om livslang læring påvirket den amerikanske forskning i voksenuddannelse? opsummerer forfatteren de største amerikanske pædagogiske tænkeres syn på voksenuddannelse og på Grundtvigs pædagogiske filosofi. På denne baggrund kontrolleres den amerikanske andragogiske tradition for anerkendelse af Grundtvigs betydning på området, og det konkluderes, at selvom Grundtvigs levende ord har haft stor indflydelse på forskere som E. C. Lindeman, som igen har overført denne arv til efterfølgende voksenundervisere, og selvom amerikanske voksenunderviseres andragogiske grundantagelser derfor stort set afspejler Grundtvigs syn på voksenundervisning, er Grundtvigs pædagogiske forfatterskab i al væsentlighed forblevet ulæst og ukendt i Amerika.
31
Bagaskara, Roy. "REORIENTATION OF ANDRAGOGY THEORY IN THE LEARNING PROCESS." JURNAL PENDIDIKAN ROKANIA 4, no. 3 (November 2, 2019): 315. http://dx.doi.org/10.37728/jpr.v4i3.241.
Full textAbstract:
The purpose of writing this article is to reintroduce the concept of adult learning (andragogy). Because basically learning adults with children is different. It is said by adults, when physically, biologically, and psychologically mature. The method of writing this article uses the literature study method. Knowles explained that andragogy is an art of teaching for adults. According to Knowles there are four main assumptions that distinguish between andragogy and pedagogy, namely: self-concept, experience, readiness for learning, and orientation towards learning activities. The application into the learning process is to create a pleasant learning atmosphere, pleasant physical environment. Identification of the needs of learning citizens is identified together between learning citizens and tutors so that it can be known the real situation. Fourth, learning experiences are arranged together between learning citizens and tutors so that they will feel ownership of the material to be delivered.
Keywords: Reorientation, Learning, Andragogy
32
Charungkaittikul, Suwithida, and John A. Henschke. "Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society." International Journal of Adult Vocational Education and Technology 8, no. 4 (October 2017): 38–51. http://dx.doi.org/10.4018/ijavet.2017100104.
Full textAbstract:
Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.
33
Millrood, R. P. "Topical Issues of Language Andragogy." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 1(59) (2016): 176–80. http://dx.doi.org/10.17277/voprosy.2016.01.pp.176-180.
Full text
34
Reischmann, Jost. "Lifewide learning – Challenges for Andragogy." Journal of Adult Learning, Knowledge and Innovation 1, no. 1 (December 2017): 43–50. http://dx.doi.org/10.1556/2059.01.2017.2.
Full text
35
Rogers, Jonathan. "Andragogy: a medical student's response." Clinical Teacher 13, no. 3 (May 15, 2015): 231–32. http://dx.doi.org/10.1111/tct.12353.
Full text
36
Pratt, Daniel D. "Andragogy as A Relational Construct." Adult Education Quarterly 38, no. 3 (September 1988): 160–72. http://dx.doi.org/10.1177/0001848188038003004.
Full text
37
Boshier, Roger. "Malcolm Knowles, Archbishop of Andragogy." Adult Education Quarterly 48, no. 2 (February 1998): 64. http://dx.doi.org/10.1177/074171369804800202.
Full text
38
Patel, Naushad, Shoyeb Memon, Zoyeb Khan, and Zainab Pirani. "Implementing Andragogy using Multimedia Courses." International Journal of Computer Applications 137, no. 9 (March 17, 2016): 5–9. http://dx.doi.org/10.5120/ijca2016908897.
Full text
39
Teslinov, A. G. "ANDRAGOGY OF DEVELOPMENT: BASIC THEOREMS." Education and science journal, no. 4 (January 1, 2016): 134–54. http://dx.doi.org/10.17853/1994-5639-2016-4-134-154.
Full text
40
Genderen, Eric Van. "Sustainable Competitive Advantage : Effective Andragogy." Middle East Journal of Business 8, no. 3 (July 2013): 3–6. http://dx.doi.org/10.5742/mejb.2013.83281.
Full text
41
Pratt, Daniel D. "Andragogy after twenty-five years." New Directions for Adult and Continuing Education 1993, no. 57 (1993): 15–23. http://dx.doi.org/10.1002/ace.36719935704.
Full text
42
White, Jason. "Andragogy in Action: Drama Techniques for Adult Learning." JALT PIE SIG: Mask and Gavel 6, no. 1 (May 2018): 53–68. http://dx.doi.org/10.37546/jaltsig.pie6.1-4.
Full textAbstract:
Along with a discussion of andragogy, which is the concept that adults learn differently than younger learners, and therefore require different teaching methods, this paper also explores a specific set of exercises, called drama techniques, to increase the effectiveness of adult foreign language teaching and learning that can be employed within the framework of andragogy. Each of Knowles’s assumptions (see Knowles, 1984; Merriam, Caffarella, & Baumgartner, 2007), which form the basis for the andragogy concept, will be analyzed in conjunction with specific drama techniques. Through this exposition it will be shown that drama techniques are effective tools for implementing the andragogical approach to adult foreign language teaching.
43
Panganton, Aldo Regeryo Evans, Yansen Alberth Reba, and Mikhael Udam. "Hubungan Antara Pembelajaran Andragogi dan Keterampilan Belajar dengan Hasil Belajar Mahasiswa." Cenderawasih Journal of Counseling and Education 1, no. 1 (August 2, 2022): 10–19. http://dx.doi.org/10.31957/cjgce.v1i1.2322.
Full textAbstract:
This research aimed to determine the correlation between andragogy learning as well as learning skill and student learning outcome. The present research applied a quantitative research approach with multiple correlational analysis method where the data collection was carried out through questionnaire technique in the form of questionnaires and documentation. The research population involved students from the Guidance and Counseling Program, Faculty of Teacher Training and Education, Cenderawasih University batch 2018, 2019, 2020 and 2021 as many as 101 students. The determination of the sample was performed by total sampling technique in which the researcher used the entire sample with a total of 101 students. The research findings showed a correlation between andragogy learning and learning outcome with a Pearson correlation value of 0.502, a correlation between learning skill and learning outcome with a Pearson correlation value of 0.445 and a correlation between andragogy learning and learning skills and learning outcomes where the correlation coefficient was indicated by an R value of 0.573. Meanwhile, the simultaneous contribution of andragogy learning as well as learning skill and learning outcome was 32.8% (0.328) while the other 67.2% were determined by other variables not examined in this research. The conclusion of this research was that there was a fairly strong correlation between andragogy learning as well as learning skill and student learning outcome.
44
Desta, Samuel Zinabu, and Mulugeta Awayehu Gugssa. "The Implementation of Andragogy in the Adult Education Program in Ethiopia." Education Research International 2022 (March 10, 2022): 1–11. http://dx.doi.org/10.1155/2022/2028248.
Full textAbstract:
Although there are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. The overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. A qualitative case study design was employed to guide this research. Through in-depth interviews and observations, the data were collected from purposively selected five facilitators and five learners. The findings of this research revealed that andragogy was not implemented satisfactorily as expected. The facilitators did not communicate the objectives of the session before each session and their effort in making adults self-directed learners is limited. The adult learners’ experience is not considered as a resource in the facilitation process. The learning content is determined by curriculum developers, and the facilitators teach the learners as it appears in the textbook without contextualizing it with the adult learners’ lives. The extrinsic motivational strategies are mostly employed to sustain adult learners in the IFAE program. The results of this study also revealed that the needs assessment of adult learners has never been done so far. The adult learners did not participate in the facilitation process. In general, the facilitation process seems dominated by prescriptions and pedagogy dependent, which is incongruent with andragogy.
45
Hiryanto, Hiryanto. "OPTIMALISASI PENERAPAN KONSEP ANDRAGOGI DALAM PENDIDIKAN DAN LATIHAN APARATUR PEMERINTAH SEBAGAI UPAYA PENINGKATAN MUTU LULUSAN." JIV 4, no. 2 (December 31, 2009): 161–74. http://dx.doi.org/10.21009/jiv.0402.5.
Full textAbstract:
The Government could perform its functions and tasks if it has qualified personnel. To improve its personnel’s competence, the Government has been conducting several kinds of training which have not brought satisfactory results. This research aimed at exploring the possibility of implementing andragogic concept in a training model to improve the training graduates’ competence. This case study was conduced in The Education and Training Center of Yogyakarta Province and found an andragogy-based training model with detailed steps. Anticipating some hindrances that could be faced by the trainers in implementiation of this model, this research recommended some alternative solutions.
46
Lewis, Nicole, and Venise Bryan. "Andragogy and teaching techniques to enhance adult learners’ experience." Journal of Nursing Education and Practice 11, no. 11 (July 15, 2021): 31. http://dx.doi.org/10.5430/jnep.v11n11p31.
Full textAbstract:
Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.
47
Saputri, Nia Liska, Sigit Widiyarto, Nugroho Nugroho, and Irfan Hadi. "Penyuluhan Digital Untuk SMP YWKA 2." Jurnal Pengabdian UntukMu NegeRI 6, no. 1 (May 31, 2022): 96–102. http://dx.doi.org/10.37859/jpumri.v6i1.3551.
Full textAbstract:
This Community Service activity aims to introduce Schoology as a digital classroom platform to improve the quality of educators in teaching. This activity involved two lecturers and one student from Indraprasta University PGRI. The target participants of this community service activity are junior high school educators Yayasan Wanita Kereta Api II Jakarta. This activity was attended by 11 teachers of SMP YWKA 2 Pulogadung, East Jakarta. The approach used is Andragogy. Andragogy as the art and science of helping students (adults) to learn, the science and arts of helping adults learn (Knowles, 1970). The practice and discussion methods used can help facilitate participants' understanding. This activity went smoothly without any significant obstacles..
Keywords: Schoology, digital classroom, Andragogy
48
Note, Nicole, Free De Backer, and Liesbeth De Donder. "A Novel Viewpoint on Andragogy: Enabling Moments of Community." Adult Education Quarterly 71, no. 1 (May 29, 2020): 3–19. http://dx.doi.org/10.1177/0741713620921361.
Full textAbstract:
While andragogy varies in meaning and practice from one country and context to another, it usually refers to the field of educating or guiding adults. This article reflects on a novel viewpoint and role for andragogy, taking as its starting point the broader European tradition that includes social welfare and community development. Central to its analysis is a new conception of community as moments of community that has been discreetly advanced in anthropological and continental–philosophical sources. It is argued that by contemplating and building on the great relevance of such moments andragogy can be made to play an innovative role in enabling moments of community in organizations, educational systems, neighborhoods, and society in general.
49
CHERKASHYNA, Liudmyla, and Tatiana VORONA. "PRACTICE OF ACTIVITIES OF HIGHER EDUCATION INSTITUTIONS AND SCIENTIFIC INSTITUTIONS FOR TRAINING SPECIALISTS FOR WORK IN THE FIELD OF ADULT EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 19–25. http://dx.doi.org/10.31651/2524-2660-2020-2-19-25.
Full textAbstract:
ntroduction. The problem of lifelong learn-ing is not only the impact of scientific and technological revolution and globalization processes that significantly affect the socio-economic development of the world, but also the need for qualified personnel capable of lifelong learning, because investing in human capital brings the greatest and most profitable effect. not only to man but also to the economy as a whole. This question poses a new challenge to society – the urgent need for teaching staff to work with adults. As it turned out, free economic zones are not quite ready to train specialists for the sys-tem of non-formal and informal education.Analysis of publications.In the works of domestic sci-entists (O. Anishchenko, S. Arkhipova, O. Banit, O.Bodyk,L. Vashchenko, N. Demyanenko, O. Dubasenyuk, S. Iz-bash, L. Lukyanova, N. Nychkalo, O Samodumska, M. Skrypnyk, T. Sorochan, L. Tymchuk, T. Shanskova, etc.) the problem of andragogy training in Ukraine was raised.Purpose. Summarize the scientific and practical achievements of scientists in the training of andragogues in the field of adult education. Results. The data of the results of cooperation of Ukrainian and German scientists on the development of the project "On the way to the introduction of the scientific field" Adult education and postgraduate education in Ukraine "are presented. The author's project of the qualifi-cation characteristic of the profession (position) "Andra-gogue", developed by O. Anishchenko, is analyzed. Atten-tion is paid to the factors influencing the change of para-digms in education, as well as the change of the tradi-tional model of learning to andragogy. The conceptual bases of development of adult education, the leading factors influencing adult education are considered; exist-ing models of andragogy training: competence, cognitive, human-centered, communicative, reflexive; author's course "Practical andragogy", developed and implemented by M. Skrypnyk. Information on the activities of the Center for Adult Education of Tavriya National University named after VI Vernadsky. The scientific and practical activity of the Ivan Zyazyun IPOD of the National Academy of Peda-gogical Sciences of Ukraine is covered. Statistical data on the training of masters in the specialty 011 Educational, Pedagogical Sciences at Chernivtsi National University. Yu. Fedkovych, NPU named after M.P. Drahomanov and SHEI "Donbas State Pedagogical University" with speciali-zations "Adult Education", "Andragogy", "Fundamentals of Andragogy". The proposals of the Free Economic Zone to start training andragogues are highlighted. Attention is paid to the preparation of masters at SHEI "Donbass State Pedagogical University" in the specialty 011 Educational, pedagogical sciences. The important achievements of educators in developing a standard of higher education in Ukraine are indicated: the second (master's) level, field of knowledge 01 Education / Pedagogy, specialty 011 Edu-cational, pedagogical sciences. Conclusion. Thus, in the analyzed scientific works, the authors unanimously point out that there is an urgent need for specialists in adult education. We agree with the statements of the scientists of the National Academy of Pedagogical Sciences of Ukraine about the lack of monitor-ing between the existing inquiries of consumers and the proposals of institutions for the provision of educational services. We see that it is education that should be advanced in order to be able to predict the needs of mankind in the new specialists and prepare them in advance. It should be noted that teachers of public and private free economic zones must have a higher pedagogical education or the qualification of a teacher of a higher educational institution, an andragogue
50
Stopińska-Pająk, Agnieszka. "The formation of scientific and research andragogy centres in the Second Republic of Poland." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 39–53. http://dx.doi.org/10.14746/bhw.2018.38.3.
Full textAbstract:
The article shows the process of institutionalising andragogy in Poland. The author discusses the development of the first research institutions that gave raise to andragogical research in the Second Polish Republic (1918-1939). Special attention is given to academic centres, their representatives and the research projects they completed. The author shows also that while not widely popular, andragogy has an established position in university communities.