Andragogical Teaching Research Articles

ПРОФЕСІЙНИЙ РОЗВИТОК ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ НЕФОРМАЛЬНОЇ ТА ІНФОРМАЛЬНОЇ ОСВІТИ: ІННОВАЦІЙНІ ПРАКТИКИ

The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers. The essence of innovations as a tool for the professionalization of teachers in the context of non-formal and informal education, which contribute to professional development, is analyzed. The innovations developed at the theoretical and practical levels of scientific research are characterized. The analysis of individual innovations aimed at promoting the professional development of pedagogical and scientific and pedagogical staff of higher education institutions (on the example of the initiatives of the Department of Andragogy of the Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine) is carried out. The expediency of expanding the network of centers of andragogical teaching excellence is actualized. Attention is focused, in particular, on the testing of author's trainings and professional development programs, the educational initiative «Corporate Training Cluster», the creation of virtual project teams, the development and implementation of thematic video content, and the testing of scientific and methodological support for the professionalization of andragogues. The significance of the proposed innovations for the professional development of university teachers is outlined and the feasibility of their further implementation in non-formal and informal education is substantiated.

Reflecting on Teaching a Collaborative Online International Learning Course: Connecting Classrooms in the United States and Brazil

The purpose of this reflective practice was to critically examine a revelation discovered after facilitating a Collaborative Online International Learning (COIL) course. COIL is an andragogical teaching strategy that uses innovative technology to connect classrooms worldwide. This reflection will highlight a COIL opportunity that brought together students from classes in the United States of America and Brazil. After facilitating COIL in our intercultural communication classes, we discovered that these global virtual exchange courses or units could be incorporated into various other disciplines. There were two distinct reasons why this knowledge was surprising. First, during our COIL training, we directed our attention to the course we planned to facilitate. Second, we had never taught COIL classes before, so we were unsure how to include this teaching method in other areas of study. We used Stephen Brookfield’s model of reflection to critically examine our assumptions and pre-conceived notions about COIL and left with takeaways that can be shared with our colleagues.

Integration of Esports in Educational Innovation: A Design-Based Research Approach

To meet the growing and innovative career opportunities in technology and sport, particularly in electronic sports, both practitioners and scholars must engage in an iterative process to analyze, design, and evaluate educational interventions and innovations with design-based research. Being in a young academic discipline, sport management faculty shape the next generation of practitioners, so the purpose of this research was to examine faculty’s openness to innovation through an andragogical teaching approach and the incorporation of the business of electronic sports within the curriculum. Through a two-part study, results revealed that faculty had a balanced teacher- and learner-focused approach, which demonstrated that advancement of electronic sports can transcend all types of faculty in a young field. Implications from this novel, yet extremely relevant, research will help both practitioners and scholars innovatively and collaboratively navigate institutional complexities.

A maritime archaeological conservation citizen science programme for individual benefit and good public outcomes: GIRT Scientific Divers

ABSTRACT In Australia and New Zealand, a citizen science approach is being trialled to bring spatial scale and longevity to underwater cultural heritage monitoring programmes which are beyond the resourcing capacity of management agencies. Gathering Information via Recreational and Technical (GIRT) Scientific Divers is a no-impact maritime archaeological conservation-focussed citizen science programme that trains members to systematically document observable physical and natural features of underwater cultural heritage, in an open sea water environment, to understand the condition of a site and facilitate its protection and management. A key objective of GIRT is to encourage interested people, businesses, and groups to have an active and positive public (and community) archaeology role. This paper outlines GIRT, its methodology and andragogical teaching approach. Examples noting the significant effort required by members to participate, the need to emphasize the site survey’s scalability of activity, and the value of having included marine science in the methodology are highlighted.

Andragojik Öğretim İlkeleri Ölçeği: Geçerlik ve Güvenirlik Çalışması

The purpose of this research is to develop a scale to determine the extent to which educators, who are involved in various activities in the field of adult education, implement the andragogical instruction principles. The developed scale was applied to 341 educators conducting adult education activities in various provinces in Central Anatolia. Within the scope of validity studies, exploratory factor analysis (EFA) was performed with SPSS 24.0 program. As a result of the analysis, a three-factor structure ("involving in the learning process", "structuring the learning climate" and "associating with experiences") explaining 52.33% of the total variance and consisting of 22 items was obtained. In the second phase of the research, the fact that it had 3 sub-factors was confirmed with confirmatory factor analysis (CFA) and Lisrel 8.80 program. Alpha coefficient for the overall scale is .90, reliability coefficient of the first sub-dimension is .88, the second sub-dimension is .79 and the third sub-dimension is . 81. In the third phase of the research, the test-retest method was applied. While the mean and standard deviation of the scale were found to be 3.85 and 17.32 in the first application, they were determined as 3.67 and 21.28 in the second application. The Pearson correlation coefficient was detected as r=0.56 and it was significant at the level of p=.05. As a result of the research, it was determined that the scale of andragogical teaching principles developed for educators was a valid and reliable scale.

A journey through clinical education.

This opinion piece centres on my own journey through clinical education and reflects on my involvement in clinical undergraduate teaching. Utilising experiences teaching on undergraduate clinics, before and after attending the Advanced Certificate in Clinical Education through the Royal College of Surgeons in Glasgow, I address how the course has allowed me to grow and adapt my teaching style to provide the optimum learning environment for students. Particular emphasis is placed on an andragogical teaching methodology and the importance of intrinsic motivation to allow for further clinical development.

Building a Model of Employee Training through Holistic Analysis of Biological, Psychological, and Sociocultural Factors

While theories of adult learning and motivation are often framed as being either biological, psychological, or sociocultural, they represent a more complex, integral process. To gain a more holistic perspective of this process, a study was designed to concurrently investigate relationships between a biological factor (age), psychological factors (motivation for training, perceived work limitations), and sociocultural factors (occupation, purpose of training, and work habits). The Assessment of Adult Literacy (NAAL) was used to elicit information about these factors in regards to work training. Data obtained was statistically correlated to age using the Spearman rank correlation coefficient. Results suggest that the interaction of multiple variables governs several shifts in motivation and need for training as adults age. Contrary to traditional theories of adult education, data suggest that a mixture of pedagogical and andragogical teaching styles is necessary for adult learners.

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies

Adult education based on competences - Competence-based approach and andragogical teaching model

Regarding adult education in Croatia, there is a good educational infrastructure based on the rich tradition of andragogical thought and practice. However, it was necessary to empower such a tradition by new approaches based on European good practices but also by reforms in other parts of the Croatian education system. This role assumed the Agency for adult education and after its termination the Agency for vocational education and adult education. Extremely useful tool for these efforts were projects financed by EU funds (CARDS, IPA) either in form of financial support or in terms of expertise (assistance by European experts). Last activity in this direction was the modernisation of existing methodology for the development of programmes in formal adult education focused on competences and learning outcomes. Important role in creating the new methodology had the transparency of those programmes - regarding the teachers, the learners and employers. This paper describes the competence - based adult education concept which allows flexibility and enables us to arrange the programme in accordance with the needs and individual abilities of adult learners.

Online Instructors

This study investigates the andragogical and pedagogical teaching philosophies of online instructors at the California State University, Long Beach in the Spring Semester of 2010. Drawing from reflective adult education theory, this article proposes a new model for this reflective adult education theory. It is either the helping relationship (andragogical philosophy) or the directing relationship (pedagogical philosophy) plus the learning environment (the Internet) that leads to adult learners’ critical reflection in Mezirow’s (1991) terms. A researcher-designed survey instrument called Online Philosophy of Adult Education Scale (OPAES) was used to measure instructional preferences of these instructors in the electronic classroom to determine their andragogical or pedagogical teaching philosophies. Data were collected from 37 online instructors regarding their instructional preferences. Nine qualitative questions were designed to parallel the Likert scale OPAES to determine why these online adult education instructors chose their pedagogical or andragogical teaching philosophies. The results of the study demonstrate that these online adult education instructors support both the teacher-centered approach and the student-centered approach to teaching online.

Developing theory-based, practical information literacy training for adults

Teaching librarians seeking to educate people to be lifelong, information literate learners, often employ training sessions to introduce new skill sets to patrons. To create and deliver effective training, one must first understand how training differs from traditional education, how adults learn (andragogy) in different ways than do children, and how using instructional design can yield effective, low cost information literacy programs. A wealth of on-line, open source resources is available on how to learn more about and implement training, andragogical teaching principles, and instructional design. Librarians interested in honing their teaching skills can access these resources to expand and improve their understanding of how to be better educators and trainers.

Developing theory-based, practical information literacy training for adults

Teaching librarians seeking to educate people to be lifelong, information literate learners, often employ training sessions to introduce new skill sets to patrons. To create and deliver effective training, one must first understand how training differs from traditional education, how adults learn (andragogy) in different ways than do children, and how using instructional design can yield effective, low cost information literacy programs. A wealth of on-line, open source resources is available on how to learn more about and implement training, andragogical teaching principles, and instructional design. Librarians interested in honing their teaching skills can access these resources to expand and improve their understanding of how to be better educators and trainers.

Along came a swagman: teaching Australian university curricula and methods in Southern Italy

The development of critical thinking skills within certain individuals can be enhanced through international and intercultural experiences (Vincenti, 2001). To test this assertion the effects of exposing a group of Italian university students to a curriculum delivered in a week-long intensive format by a visiting Australian university professor were measured. A pre- and post-delivery survey on critical thinking skills found statistically significant self-reported improvements on three of the 12 items of the critical thinking inventory (Sofo, 2007). These improvements include a marked difference in perceived ability to move beyond lower-order cognitive skills such as knowing and comprehending to actively applying core and higher-order skills including the ability to identify assumptions, gain fresh perspectives and systematically explore different perspectives as part of a team. Beyond the specific items tested within the critical thinking inventory, the students also experienced cross-cultural facilitation which incorporated andragogical teaching methods with a discipline alternate to their own.

Strategic Marketing Oriented Business Games: a factor analysis of the participant’s perceptions

Today’s ever-changing environment has led educators in a search for new teaching tools that are more participative, creative and vivencial, as the Business Games. This article presents the results obtained in a study of values, attitudes and opinions’ identification with 60 undergraduate students that took part of the discipline “Products, Services and Markets Management” at FEA-USP, first semester of 2005, using the MARKSTRAT Business Game. Its objective was to evaluate the use of more participative, creative and lively teaching tools, as the Business Games, in terms of the final experience, compared to those proposed in the literature. The results show that the use of business games as an andragogical Today’s ever-changing environment has led educators in the search for new teaching tools that are more participative, creative and living, as the Business Games. This article presents the results obtained in a study of values, attitudes and opinions’ identification with 60 undergraduate students that took part of the discipline “Products, Services and Markets Management” at FEA-USP, first semester of 2005, using the MARKSTRAT Business Game. Its objective was to evaluate the use of more participative, creative and lively teaching tools, as the Business Games, in terms of the final experience, compared to those proposed in the literature. The results show that the use of business games as an andragogical teaching tool stimulates the technical skills. It also suggest that transdisciplinary teams could also be an option to better explore the tool’s potential. Key-words: Business games. Marketing. Strategy. Andragogy.

Andragogical Methods for Teaching Advanced Cockpit Flying Skills to Professional Pilots

This paper is an examination of the adult (andragogical) learning methods required to teach flying skills to pilots of state-of- the-art, computerized aircraft. The concepts of the learning process, andragogical teaching methods, student need-to-know, student motivation, and self-directed learning are examined. The paper concludes that andragogical methods must be used in order to transfer the required skills.

Applying Education Theory to Nursing Curricula: nurse teachers’ definitions of student‐centred andragogical teaching and learning concepts

Student‐centred learning and teaching are concepts often given in relationship to philosophies of nurse education. Nursings’ Professional Regulatory Bodies and Higher Education Institutes generally can be shown to advocate such approaches to the delivery of educational programmes. The literature reviewed, however, highlights how no clear definitions of this concept are available. Student‐centredness can be shown to be a multi‐faceted concept and in addition has interrelationships with concepts of andragogy. This article describes an exploratory qualitative study which investigated nurse teachers’ perceptions of student‐centredness and concepts of andragogy. The findings are shown to be of relevance to nurse teachers and the higher education sector generally.

Adult Learning on the Increase: The Need for Leisure Studies Programs to Respond Accordingly

In 1998, a three-part feature in JOPERD explored the concept of lifelong learning for older adults in a variety of nontraditional settings (Swedburg & Ostiguy, 1998; MacNeil, 1998; Arsenault & Anderson, 1998; Linnehan & Naturale, 1998; Hopp, 1998; Bodger, 1998; Gibson, 1998). The underlying theme of these articles was that HPER professionals need to adapt the focus of their programs to meet the demand of an increasing number of adults who want to continue to learn throughout life. This view supported work by several earlier researchers (Cross, 1981; Verduin & McEwen, 1984), who concluded that most adults regard education as an important lifetime activity, and that they learn more effectively in a self-directed and self-planned manner, in contrast to learning in school. In addition to this, the number of adult learners participating in formal learning and educational opportunities through traditional college programs has increased significantly (Bowden & Merritt, 1995; Seaman & Fellenz, 1989). Adult learners (25 years and older) now constitute approximately 40 percent of undergraduate enrollment in U.S. colleges and universities (Kasworm & Pike, 1994).Sessoms (1995), Blazey and James (1994), and Glancy (1993) have also identified a change in the demographics of students enrolling in leisure and recreation programs offered in American universities in recent years. Gitelson (1987) also found a trend toward older students: 17 percent of the students in two-year leisure studies programs, and 12 percent in four-year programs were age 25 or older. While older students share classroom space and educational experiences with 18- to 24-year-old students, their developmental needs, issues, and stressors differ considerably from their younger peers (Benshoff, 1993). A consistent finding in research on older students is that they are a heterogeneous group with more diverse backgrounds than younger students (Graham, 1989). Several researchers (Muench, 1987; Benshoff, 1991) have stated that adult students generally benefit from opportunities to interact with their peers and have a need to be actively involved in the educational process through sharing their relevant work and life experiences. However, they still need guidance and assistance, even though they do much of their planning and learning independently. One approach to assist the self-directed adult learner to be more actively involved in the classroom is through an educational process called andragogy. The purpose of this paper is to discuss a variety of andragogical teaching and learning strategies that may be appropriate for adult learners who are returning to school on a full-time or part-time basis. By way of example, the discussion will focus on adult learners in the leisure studies field.

Evaluation of a course for charge nurses on caring for people with dementia.

The provision by nurses of appropriate levels of care for people with dementia is considered to be adversely affected by the inadequate provision of post basic education. This paper reports on a study that seeks to evaluate the effectiveness of a brief educational programme for charge nurses caring for people with dementia. In addition it focuses on behavioural change resulting from the course, for example, the degree of involvement of relatives in the care of their family member. The course is seen as a model for short courses for nurses working in this area. Qualitative methodology was utilized involving questionnaires and focused group interviews. The evaluation of the course incorporated pre- and post-test design. The study identified factors that enhanced the charge nurses' educational experience. These factors included a course design incorporating andragogical teaching methods and the implementation of an action plan. The study also highlighted problems experienced by charge nurses in implementing an action plan. The action plan demonstrated that the type of involvement of relatives is more complex than presupposed and depended on such factors as the fear experienced by the relative of being left with the responsibility to care for their family member should they offer to contribute to their care in hospital. Recommendations for the design of future courses are made.

Concierge or Information Desk: Teaching Social Stratification through the Malling of America

This paper presents a sociological synthesis of critical pedagogical and andragogical teaching techniques for a multidisciplinary classroom. Field research was conducted by undergraduate students at a popular social setting: local urban and suburban malls. The objective of the assignment was to explore critically the basic sociological concepts of stratification along such dimensions as race, class, gender, ethnicity, and nationality. By extending classroom heuristics into the social of everyday life, this approach enables students to explore a familiar social place-the postindustrial shrine to American consumption culture-through the critical lens of the sociological imagination. The application of sociological principles learned in the classroom to the larger community or real world helps to enhance the relevance of sociology as a scientific discipline to students when they return to the traditional academic setting. Although the paper is based on experiences from a multidisciplinary class (N=63) that was not trained in qualitative research techniques, the assignment can be utilized effectively in more advanced undergraduate and graduate courses, including research methods classes.

The Blending of Andragogical and Pedagogical Teaching Methods in Advanced Social Work Practice Courses

Many social work educators have endorsed an andragogical appraoch to instruction as a means to reach the diverse student population of today's classroom, without recognizing the larger debate and concerns voiced by adult education detractors. Andrgogical methods provide practical experience-related learning opportunities where self-directed learning is emphasized. Although these methods are effective and have improved social work instruction over the past two decades, there is sufficient research to support the importance of and rationale for belnding pedagogical and andrgogical techniques. This paper will highlight innovative teaching strategies and evaluation components that were used in an advanced social work practice course that blended pedgogical and andrgogical teaching methods.