Difference between revisions of "Andragogy"

Difference between revisions of "Andragogy"

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{{Term|ANDRAGOGY|Art and science of helping adults to learn, according to the definition given to it by Malcolm Knowles. The Andragogy theory emphasizes adult’s capabilities to direct and motivate themselves, utilizing past knowledge to assist learning and evaluate the contents of training for relevance and quality.
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{{Term|ANDRAGOGY|Art and science of helping adults to learn, according to the definition given to it by Malcolm Knowles. The Andragogy Theory emphasizes adult’s capabilities to direct and motivate themselves, utilizing past [[Knowledge|knowledge]] to assist learning and evaluate the contents of training for relevance and quality.
  
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Andragogy is premised on five assumptions about the characteristics of [[Adult Learning|adult learning]]:<ref> [http://www.midsolutions.org www.midsolutions.org] (7 March 2008), [http://en.wikipedia.org Wikipedia] (7 March 2008),  [http://www.web-conferencing-zone.com www.web-conferencing-zone.com] (7 March 2008), [http://www.nl.edu www.nl.edu] (7 March 2008), [http://agelesslearner.com agelesslearner.com] (7 March 2008), [http://www.calpro-online.org www.calpro-online.org] (7 March 2008) </ref>}}
  
Andragogy is premised on five assumptions about the characteristics of [[Adult Learning|adult learning]]:<ref> [[http://www.midsolutions.org www.midsolutions.org]](7 March 2008), The Informal Adult Education, Malcolm Knowles, 1950 </ref>}}
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{| class="wikitable" style="border 1px solid #7F4F1F;background:white;color:black;"  
 
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{| class="wikitable" style="border 1px solid #E4AB52;background:#E4AB52;color:white;" cellpadding="5" cellspacing="3"
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|-  
 
|-  
! width= "150pt" | Characterictic
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! width= "150pt" | <font color= #7F4F1F> Characteristic </font>
! width= "900pt" | Content
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! width= "900pt" | <font color= #7F4F1F> Content </font>
|- style="border 1px solid #E4AB52;background:#F9F6D5;color:black;"  
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|- style="border 1px solid #7F4F1F;background:white;color:black;"  
| Self-concept
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| '''Self-concept'''
 
| As a person matures, his self-concept moves from one of being a dependant personality toward one of being a self-directed human being
 
| As a person matures, his self-concept moves from one of being a dependant personality toward one of being a self-directed human being
|- style="border 1px solid #E4AB52;background:#F9F6D5;color:black;"  
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|- style="border 1px solid #7F4F1F;background:white;color:black;"  
|Experience
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|'''Experience'''
 
| As a person matures, he accumulates a growing reservoir of experience that becomes an increasing resource for learning
 
| As a person matures, he accumulates a growing reservoir of experience that becomes an increasing resource for learning
|- style="border 1px solid #E4AB52;background:#F9F6D5;color:black;"  
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|- style="border 1px solid #7F4F1F;background:white;color:black;"  
|Readiness to learn  
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|'''Readiness to learn'''
 
| As a person matures, his readiness to learn becomes oriented increasingly to the development tasks of his social roles
 
| As a person matures, his readiness to learn becomes oriented increasingly to the development tasks of his social roles
|- style="border 1px solid #E4AB52;background:#F9F6D5;color:black;"  
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|- style="border 1px solid #7F4F1F;background:white;color:black;"  
|Orientation to learn  
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|'''Orientation to learn'''
 
| As a person matures, his time perspective changes from one of postponed application of knowledge to immediacy application of knowledge and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness
 
| As a person matures, his time perspective changes from one of postponed application of knowledge to immediacy application of knowledge and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness
|- style="border 1px solid #E4AB52;background:#F9F6D5;color:black;"  
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|- style="border 1px solid #7F4F1F;background:white;color:black;"  
  
|Motivation to learn  
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|'''Motivation to learn'''
 
| As a person matures, the motivation to learn becomes internal
 
| As a person matures, the motivation to learn becomes internal
 
|}
 
|}

Latest revision as of 13:32, 25 July 2013

Term2.png ANDRAGOGY
Art and science of helping adults to learn, according to the definition given to it by Malcolm Knowles. The Andragogy Theory emphasizes adult’s capabilities to direct and motivate themselves, utilizing past knowledge to assist learning and evaluate the contents of training for relevance and quality. Andragogy is premised on five assumptions about the characteristics of adult learning:[1]
Characteristic Content
Self-concept As a person matures, his self-concept moves from one of being a dependant personality toward one of being a self-directed human being
Experience As a person matures, he accumulates a growing reservoir of experience that becomes an increasing resource for learning
Readiness to learn As a person matures, his readiness to learn becomes oriented increasingly to the development tasks of his social roles
Orientation to learn As a person matures, his time perspective changes from one of postponed application of knowledge to immediacy application of knowledge and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness
Motivation to learn As a person matures, the motivation to learn becomes internal


References

  1. www.midsolutions.org (7 March 2008), Wikipedia (7 March 2008), www.web-conferencing-zone.com (7 March 2008), www.nl.edu (7 March 2008), agelesslearner.com (7 March 2008), www.calpro-online.org (7 March 2008)