Research Article
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Year 2014, Volume: 1 Issue: 2, 1 - 12, 01.12.2014
https://doi.org/10.17275/per.14.06.1.2

Abstract

References

  • Anderson, J. M. (2007). A conceptual framework of a study in preferred learning styles: Pedagogy or andragogy (Unpublished doctoral dissertation). Spalding University, Louisville, Kentucky.
  • Beaman, R. (1998). The unquiet...even loud, andragogy! Alternative assessments for adult learners. Innovative Higher Education, 23, 47-59. doi:10.1023/A:1022920513341
  • Beder, H. W., & Darkenwald, G. G. (1982). Differences between teaching adults and pre-adults: Some propositions and findings. Adult Education, 32(3), 142-155. doi:10.1177/074171368203200303
  • Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Chan, S. (2010). Applications of andragogy in multi-disciplined teaching and learning. Journal of Adult Education, 39(2), 25-35.
  • Clemente, K. A. (2010). Experiences of adult students in multi-generational community college classrooms (Unpublished doctoral dissertation). Pennsylvania State University, University Park, PA.
  • Clerk, K. (2010). Student perception and success: How adult learners at a two-year technical institution perceive instruction and how their perceptions contribute to their overall academic success (Unpublished doctoral dissertation). Oakland University, Rochester, MI.
  • Finn, D. (2011). Principles of adult learning: An ESL context. Journal of Adult Education, 40, 34-39.
  • Forrest, S. P., & Peterson, T. O. (2006). It’s called andragogy. Academy of Management Learning & Education, 5, 113-122.
  • Gorham, J. (1985). Differences between teaching adults and pre-adults: A closer look. Adult Education Quarterly, 35(4), 194-209. doi:10.1177/0001848185035004002
  • Green, G., & Ballard, G. H. (2011). No substitute for experience: Transforming teacher preparation with experiential and adult learning practices. SRATE Journal, 20, 12-20.
  • Hadley, H. N. (1975). Development of an instrument to determine adult educator’s orientation as andragogical and pedagogical (Unpublished doctoral dissertation). Boston University School of Education, Boston, MA.
  • Harper, L., & Ross, J. (2011). An application of Knowles’ theories of adult education to an undergraduate interdisciplinary studies degree program. The Journal of Continuing Higher Education, 59, 161-166. doi:10.1080/07377363.2011.614887
  • Hartree, A. (1984). Malcolm Knowles' theory of andragogy: A critique. International Journal of Lifelong Education, 3(3), 203-210. doi:10.1080/0260137840030304
  • Henschke, J. (Winter 97‑98). In memoriam: Malcolm S. Knowles. Adult Learning, 10451595, 9(2).
  • Henschke, J. A. (2011a). Considerations regarding the future of andragogy. Adult Learning, Futures Column, 22, 34-37. doi:10.1177/104515951102200109
  • Henschke, J. A. (2011b). Andragogy and its future, lifelong learning, my relationship with Malcolm S. Knowles, connection between learning and performance, and my commitment to andragogy. An Interview by Monica Fedeli from Italy with John A. Henschke. Fedeli, M. Ph.D, Interviewer and Translator. Journal of the Italian Association for Adult Education; Universita di Padova, Italy; Being Translated into Italian by Monica Fedeli; (In Press). Retrieved from: http://www.lindenwood.edu/education/andragogy/andragogyPublished.html
  • Hu, S. & Wolniak, G. C. (2013). College student engagement and early career earnings: Differences by gender, race/ethnicity, and academic preparation. The Review of Higher Education, 36(2), 211-233.
  • Hughes, B. J., & Berry, D. C. (2011). Self-directed learning and the millennial athletic training student. Athletic Training Education Journal, 6, 46-50.
  • Hutchins, R. M. (1938). Why Go To College? Saturday Evening Post, 210(30), 16.
  • Kiener, M. (2010). Examining college teaching: A coaching perspective. Rehabilitation Education, 24(1/2), 69-74.
  • Knight, K. J. (1999). Older adults and technology: A critical incident inquiry into learning experiences (Unpublished doctoral dissertation). Texas A&M University-Commerce, Commerce, TX.
  • Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350-352, 386.
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press.
  • Knowles, M. S. (1976). The modern practice of adult education: Andragogy versus pedagogy. New York, NY: Association Press.
  • Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco, CA: Jossey-Bass.
  • Knowles, M. S. (1990). The adult learner: A neglected species (4th ed.). Houston, TX: Gulf.
  • Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). Burlington, MA: Butterworth-Heinemann.
  • Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an adult-serving university to a blended learning model. Journal of Continuing Higher Education, 60, 2-11. doi:10.1080/07377363.2012.649123
  • Kuh, G. D. (2006). Underrepresented students benefit most from “engagement.” Retrieved from https://tle.wisc.edu/forum/underrepresented-studentsbenefit-most-engagement
  • Laird, D., Naquin, S. S., & Holton, E. F. (2003). Approaches to training and development (3rd. ed.). New York, NY: Basic Books.
  • Levitt, L. (1979). Critique: Andragogy revisited II. Adult Education Quarterly, 30, 52-57. doi:10.1177/074171367903000104
  • Martell, J. (2011). Evaluating the effectiveness of andragogical teaching in adult bible fellowships at The Chapel, Akron, Ohio (Unpublished doctoral dissertation). The Southern Baptist Theological Seminary, Louisville, KY.
  • Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
  • Minter, R. L. (2011). The learning theory jungle. Journal of College Teaching & Learning, 8(6), 7-15.
  • Ritt, E. (2008). Redefining tradition: Adult learners and higher education. Adult Learning, 19(1/2), 12-16. doi:10.1177/104515950801900103
  • Rose, A. D. (2000). What is the state of adult education research today? Adult Learning, 11(4), 28-29. doi:10.1177/104515959901100410
  • Stagnaro-Green, A. (2004) Applying adult learning principles to medical education in the United States. Medical Teacher, 26, 79-85.
  • Tannehill, D. B. (2009). Andragogy: How do post-secondary institutions educate and service adult learners? (Unpublished doctoral dissertation). University of Pittsburgh, Pittsburgh, PA.
  • Tatum, C.G. (2010). An explanatory mixed methods inquiry into the academic experience of nontraditional community college students (Unpublished doctoral dissertation). Texas A&M University-Commerce, Commerce, TX.
  • Taylor, B. F. (2010). Raising the bar: A qualitative study of adult learning theory and its effectiveness of law school education in preparing new graduates to begin the practice of law (Unpublished doctoral dissertation).University of Iowa, Iowa City, IA.
  • Taylor, B. F., & Kroth, M. (2009). A single conversation with a wise man is better than ten years of study: A model for testing methodologies for pedagogy or andragogy [Electronic version]. Journal of the Scholarship of Teaching and Learning, 9(2), 42-56.
  • Taylor, J., & Ruetzler, T. (2010). A student-centered exploration of the national restaurant association show: Developing a course for academic credit. Journal of Culinary Science & Technology, 8, 1-13. doi:10.1080/15428052.2010.486412
  • Tinto, V. (2012). Completing college rethinking institutional action. Chicago, IL: The University of Chicago Press.
  • U.S. Department of Education. (n.d.). National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS). Spring 2012, Graduation Rates component (provisional data), table 121217. Extracted from the IPEDS Data Center http://nces.ed.gov/ipeds/datacenter/ on 12/14/2012; revised on 12/17/2012.
  • Yow, A. (2010). Employers’ perceptions of basic technology skills needed for workplace preparation in adult basic education (Unpublished doctoral dissertation).Walden University School of Education, Minneapolis, MN.
  • Wasley, P. (2006). Underrepresented students benefit most from engagement. The Chronicle of Higher Education, 53, A39.
  • Zhang, J. (2009). Exploring education major focused adult learners' perspectives and practices of Web-based distance education in sixteen universities (Unpublished doctoral dissertation). New Mexico State University, Las Cruces, NM.

Learning How to Learn: A Six Point Model for Increasing Student Engagement

Year 2014, Volume: 1 Issue: 2, 1 - 12, 01.12.2014
https://doi.org/10.17275/per.14.06.1.2

Abstract

Students
in higher education are being taught pedagogically. Moreover, pedagogy has long
persisted as the basis for the entire educational system. Education is,
however, discovering that adults learn differently than children learn even
though they have been taught as children were taught.  Students tend to behave dependently when they
are in a structured, pedagogical educational setting. This dependent behavior
may be because these learners do not know how to learn, they only know how to
be taught. In pedagogy, the instructor is in charge and held entirely
responsible for all learning: what is to be taught, how it is to be taught,
when it is to be taught, how it is to be measured, etc. Adult students need to
be taught how to learn in order to become life-long, autonomous learners.
Research demonstrates that adult students being taught andragogically become
engaged in the learning process. They are ready for learning, learn more,
experience more meaningful learning, and enjoy learning. This paper presents a
six point plan for promoting engagement for students in the college classroom:
create a safe environment for learning; ask students what they need to know;
explain why students are learning certain concepts, theories, skills, etc.;
provide real-life learning opportunities; offer opportunities for collegial
collaboration; and have students evaluate their own learning. Collaboration
between educators on the six points will also increase the likelihood of
engaging students. Student engagement leads to improved retention and
ultimately to student success.

References

  • Anderson, J. M. (2007). A conceptual framework of a study in preferred learning styles: Pedagogy or andragogy (Unpublished doctoral dissertation). Spalding University, Louisville, Kentucky.
  • Beaman, R. (1998). The unquiet...even loud, andragogy! Alternative assessments for adult learners. Innovative Higher Education, 23, 47-59. doi:10.1023/A:1022920513341
  • Beder, H. W., & Darkenwald, G. G. (1982). Differences between teaching adults and pre-adults: Some propositions and findings. Adult Education, 32(3), 142-155. doi:10.1177/074171368203200303
  • Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Chan, S. (2010). Applications of andragogy in multi-disciplined teaching and learning. Journal of Adult Education, 39(2), 25-35.
  • Clemente, K. A. (2010). Experiences of adult students in multi-generational community college classrooms (Unpublished doctoral dissertation). Pennsylvania State University, University Park, PA.
  • Clerk, K. (2010). Student perception and success: How adult learners at a two-year technical institution perceive instruction and how their perceptions contribute to their overall academic success (Unpublished doctoral dissertation). Oakland University, Rochester, MI.
  • Finn, D. (2011). Principles of adult learning: An ESL context. Journal of Adult Education, 40, 34-39.
  • Forrest, S. P., & Peterson, T. O. (2006). It’s called andragogy. Academy of Management Learning & Education, 5, 113-122.
  • Gorham, J. (1985). Differences between teaching adults and pre-adults: A closer look. Adult Education Quarterly, 35(4), 194-209. doi:10.1177/0001848185035004002
  • Green, G., & Ballard, G. H. (2011). No substitute for experience: Transforming teacher preparation with experiential and adult learning practices. SRATE Journal, 20, 12-20.
  • Hadley, H. N. (1975). Development of an instrument to determine adult educator’s orientation as andragogical and pedagogical (Unpublished doctoral dissertation). Boston University School of Education, Boston, MA.
  • Harper, L., & Ross, J. (2011). An application of Knowles’ theories of adult education to an undergraduate interdisciplinary studies degree program. The Journal of Continuing Higher Education, 59, 161-166. doi:10.1080/07377363.2011.614887
  • Hartree, A. (1984). Malcolm Knowles' theory of andragogy: A critique. International Journal of Lifelong Education, 3(3), 203-210. doi:10.1080/0260137840030304
  • Henschke, J. (Winter 97‑98). In memoriam: Malcolm S. Knowles. Adult Learning, 10451595, 9(2).
  • Henschke, J. A. (2011a). Considerations regarding the future of andragogy. Adult Learning, Futures Column, 22, 34-37. doi:10.1177/104515951102200109
  • Henschke, J. A. (2011b). Andragogy and its future, lifelong learning, my relationship with Malcolm S. Knowles, connection between learning and performance, and my commitment to andragogy. An Interview by Monica Fedeli from Italy with John A. Henschke. Fedeli, M. Ph.D, Interviewer and Translator. Journal of the Italian Association for Adult Education; Universita di Padova, Italy; Being Translated into Italian by Monica Fedeli; (In Press). Retrieved from: http://www.lindenwood.edu/education/andragogy/andragogyPublished.html
  • Hu, S. & Wolniak, G. C. (2013). College student engagement and early career earnings: Differences by gender, race/ethnicity, and academic preparation. The Review of Higher Education, 36(2), 211-233.
  • Hughes, B. J., & Berry, D. C. (2011). Self-directed learning and the millennial athletic training student. Athletic Training Education Journal, 6, 46-50.
  • Hutchins, R. M. (1938). Why Go To College? Saturday Evening Post, 210(30), 16.
  • Kiener, M. (2010). Examining college teaching: A coaching perspective. Rehabilitation Education, 24(1/2), 69-74.
  • Knight, K. J. (1999). Older adults and technology: A critical incident inquiry into learning experiences (Unpublished doctoral dissertation). Texas A&M University-Commerce, Commerce, TX.
  • Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350-352, 386.
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press.
  • Knowles, M. S. (1976). The modern practice of adult education: Andragogy versus pedagogy. New York, NY: Association Press.
  • Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco, CA: Jossey-Bass.
  • Knowles, M. S. (1990). The adult learner: A neglected species (4th ed.). Houston, TX: Gulf.
  • Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). Burlington, MA: Butterworth-Heinemann.
  • Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an adult-serving university to a blended learning model. Journal of Continuing Higher Education, 60, 2-11. doi:10.1080/07377363.2012.649123
  • Kuh, G. D. (2006). Underrepresented students benefit most from “engagement.” Retrieved from https://tle.wisc.edu/forum/underrepresented-studentsbenefit-most-engagement
  • Laird, D., Naquin, S. S., & Holton, E. F. (2003). Approaches to training and development (3rd. ed.). New York, NY: Basic Books.
  • Levitt, L. (1979). Critique: Andragogy revisited II. Adult Education Quarterly, 30, 52-57. doi:10.1177/074171367903000104
  • Martell, J. (2011). Evaluating the effectiveness of andragogical teaching in adult bible fellowships at The Chapel, Akron, Ohio (Unpublished doctoral dissertation). The Southern Baptist Theological Seminary, Louisville, KY.
  • Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
  • Minter, R. L. (2011). The learning theory jungle. Journal of College Teaching & Learning, 8(6), 7-15.
  • Ritt, E. (2008). Redefining tradition: Adult learners and higher education. Adult Learning, 19(1/2), 12-16. doi:10.1177/104515950801900103
  • Rose, A. D. (2000). What is the state of adult education research today? Adult Learning, 11(4), 28-29. doi:10.1177/104515959901100410
  • Stagnaro-Green, A. (2004) Applying adult learning principles to medical education in the United States. Medical Teacher, 26, 79-85.
  • Tannehill, D. B. (2009). Andragogy: How do post-secondary institutions educate and service adult learners? (Unpublished doctoral dissertation). University of Pittsburgh, Pittsburgh, PA.
  • Tatum, C.G. (2010). An explanatory mixed methods inquiry into the academic experience of nontraditional community college students (Unpublished doctoral dissertation). Texas A&M University-Commerce, Commerce, TX.
  • Taylor, B. F. (2010). Raising the bar: A qualitative study of adult learning theory and its effectiveness of law school education in preparing new graduates to begin the practice of law (Unpublished doctoral dissertation).University of Iowa, Iowa City, IA.
  • Taylor, B. F., & Kroth, M. (2009). A single conversation with a wise man is better than ten years of study: A model for testing methodologies for pedagogy or andragogy [Electronic version]. Journal of the Scholarship of Teaching and Learning, 9(2), 42-56.
  • Taylor, J., & Ruetzler, T. (2010). A student-centered exploration of the national restaurant association show: Developing a course for academic credit. Journal of Culinary Science & Technology, 8, 1-13. doi:10.1080/15428052.2010.486412
  • Tinto, V. (2012). Completing college rethinking institutional action. Chicago, IL: The University of Chicago Press.
  • U.S. Department of Education. (n.d.). National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS). Spring 2012, Graduation Rates component (provisional data), table 121217. Extracted from the IPEDS Data Center http://nces.ed.gov/ipeds/datacenter/ on 12/14/2012; revised on 12/17/2012.
  • Yow, A. (2010). Employers’ perceptions of basic technology skills needed for workplace preparation in adult basic education (Unpublished doctoral dissertation).Walden University School of Education, Minneapolis, MN.
  • Wasley, P. (2006). Underrepresented students benefit most from engagement. The Chronicle of Higher Education, 53, A39.
  • Zhang, J. (2009). Exploring education major focused adult learners' perspectives and practices of Web-based distance education in sixteen universities (Unpublished doctoral dissertation). New Mexico State University, Las Cruces, NM.
There are 48 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Gail Caruth

Publication Date December 1, 2014
Acceptance Date June 24, 2014
Published in Issue Year 2014 Volume: 1 Issue: 2

Cite

APA Caruth, G. (2014). Learning How to Learn: A Six Point Model for Increasing Student Engagement. Participatory Educational Research, 1(2), 1-12. https://doi.org/10.17275/per.14.06.1.2