Name
Abstract | ||
|---|---|---|
Learning takes place as an act, process or experiences of gaining knowledge or skills about a topic. Androgagy has become the study of how adults learn in our modern society. This knowledge can only help the information technology educator understand their students and help assist in preparing both faculty and students for a better classroom experience. Knowles has taken some general adult learning theory and created the study of andragogy - the study of how adults learn. Knowles' theory of andragogy is his attempt to develop a theory for all adult learners. He points out that adults tend to be self-directed and expect to take responsibility for decisions. Education programs need to accommodate these fundamental aspects. Andragogy has as a main theme the model of self-directed learning. Knowles' theory states that adult learners are independent, self-directed learners and that adults expect to be held accountable for their learning. Originally Knowles defined four underlying assumptions for adult learners. This has since been changed to five underlying assumptions. These are 1) adult learners need to know the importance of a subject and its relevancy before undertaking to learn it; 2) adult learners are self-directed learners and want to be treated as capable of self-direction; 3) adult learners bring a variety of life experiences that represent the foundation for learning; 4) adult learners are ready to learn those things most relevant to their employment or personal lives; and 5) adult learners are more goal-oriented and want education to be clearly defined with achievable goals. As educators teach in the information age, adult learners play an important role in the future of education. IT educators need to learn about these adult learners, and how best to structure the classroom to allow adult learners to succeed fully. Studies in how adults learn have been carried out by Brookfield and McEvoy - for general adult learning, and Malcolm Knowles for the study of andragogy - from the Greek adult learning. Brookfield lists six principles of facilitation for adult learners. These are: 1) voluntary participation, 2) respect for participants self worth, 3) collaboration, 4) praxix, 5) critical reflection, and 6) nurture of self directed, empowered adults. McEvoy defines: adult learners 1) are not beginners, but are in a continual state of growth; 2) bring with them a package of experiences and values, each one unique; 3) come to education with intentions; 4) bring expectations about the learning process; 5) have competing interests, the realities of their lives; and 6) already have their own set patterns of learning. As IT educator, we need to be more aware of how our adult students learn, and be able to adjust our teaching styles accordingly. |
Year | DOI | Venue |
|---|---|---|
2004 | 10.1145/1029533.1029615 | SIGITE Conference |
Keywords | Field | DocType |
general adult learning,self-directed learner,malcolm knowles,it educator,underlying assumption,self-directed learning,adult student,adult learner,greek adult learning,it adult learner,andragogy,information age,general adult,adult learners,goal orientation,self directed learning | Auditory learning,Information technology,Adult education,Nature versus nurture,Adult learner,Pedagogy,Need to know,Engineering,Andragogy,Information Age | Conference |
ISBN | Citations | PageRank |
1-58113-936-5 | 0 | 0.34 |
References | Authors | |
1 | 1 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Rebecca H. Rutherfoord | 1 | 38 | 10.98 |