EXPLORING ADULT LEARNING PRINCIPLES BY KNOWLES AND GENDER DIFFERENCES OF USM DISTANCE LEARNERS

Abstract

This study is aimed at identifying the differences on the adult learning principles by Knowles based on gender with the use of videoconferencing technology. The theoretical foundation for this study is the andragogy theory by Knowles (1980) that holds a set of adult learning principles such as learners’ self concept; motivation to learn, readiness to learn, role of learners’ experience, learners’ need to know and learning orientation. A total of 394 respondents answered the questionnaire distributed to them and collected data were analyzed using chi-square test, t-test and descriptive analysis (mean and standard deviations). The SPSS software version 17 was utilized for data analysis. This study showed that significance differences existed between the adult learning principles by Knowles (1980) with the use of videoconferencing technology based on gender. The researchers recommend that further studies explore other adult learning theories looking at the gender differences besides including a larger sample from different institutions. Male and female students need to have the same opportunities in education with the use of technology to support teaching and learning process.

Keywords

• Gender, adult education, distance education, videoconferencing technology

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