This paper revisits the term "andragogy" (adult education) and develops a new concept based upon an analysis of the skills and dispositions of 21st century learners in initial teacher education through the lens of adult education: "digital andragogy."
The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences.
The creation of an ideal learning environment is always a challenge, but when the environment is online and the learners are a diverse group of adults in a specialized content area, the challenges become even more complex. This best practices study used the intersection of the importance of the learner, Knowles’ andragogy concepts, and the Dick and Carey instructional design model to make continuous needs assessment the cornerstone of three, graduate-level online courses during a single summer session.
This article deals with the concept of andragogy and the understanding of the same from a historical and professional perspective. It also includes a clarification of the difference between European and North American andragogy. Andragogy concerns adult education and learning in some way or another, but, beyond this, the concept is ambiguous. Many perceive it as being synonymous with Knowles’s andragogy from the 1970s, but this perspective is divorced from a sense of history. European andragogy arose long before Knowles’s andragogy did and is also more ambiguous. This article accounts for various understandings of andragogy, from the first known user of the concept to date.
Objectives: To explore the benefits of Problem-Based Learning (PBL) for pre-service trainee teachers, as a preparation for teaching in the primary school.
Conclusions: Current discourse around the quality of initial teacher education in the UK focuses on institutional structures, location of training and leadership. We argue that PBL, and the quality of andragogy generally among teacher educators, should feature more strongly in these discussions.
It is during their late teens and early twenties that most students attend a university or other institution of higher education. Biologically, these students are adults. However, studies show that there is a delay in maturing. Arnett (2000) introduced the term “emerging adulthood” in reference to the stage of life between adolescence and adulthood. Adolescent behaviour can be observed well into the twenties, as confirmed by this study. In total, 118 participants, aged 21 to 65, from a statistics course were asked about their need for adult learning methods. The results show that there is a strong positive correlation between age and the need for methods of adult education, and that students younger than 28 are not necessarily ready for adult education.