Andragogy & Pedagogy Between & Beyond

Andragogy & PedagogyBetween & BeyondDebbie ChavezOctober, 2013Dr. Gatin, EL7006-6The subtitle refers to an article included in this presentation by researchers Kop, Fournier, and Mak (2011) who argue for a pedagogy for adults. The idea apparently is to provide an abundance of human connections that will satisfy the needs of young and mature learners. 1 PedagogyAndragogyElementary & SecondaryTraditional pedagogical approach advocates instructor control over educational goals and student activities.Examples: Templated projects, multiple-choice quizzes, and final exam.TertiaryAndragogy advocates learner control over the objectives & learning strategies + evaluation proceduresSelf-directed learning (Ahedo, 2009). The definitions on this slide are those given in an article by Ahedo (2009) in a literature review that included historical developments in the learner theories of pedagogy and andragogy. In the discourse the perpetuation of pedagogy met the needs of an agricultural society for many ears up through the production needs of the industrial age known as Fordism. The post war era mid twentieth century, needs began to change with the emergence of the information age. The needs were answered by Knowles principles of andragogy to facilitate adult learners through self-directed learning and innovation. 2In the beginningOlder students tend to thrive better than younger students in online classes (Dibiase & Kidwai, 2010)

Counterintuitive(Student centered)

Why? (Teacher centered)

In a literature review, Ahedo (2009) provides historical perspective on the learning theories of pedagogy and andragogy. Pedagogy is defined from its Greek roots as the art and science of teaching by leading. The theory was implemented in monastic schools where monks taught boys. Over the centuries, teachers worldwide have adhered to pedagogy as instruments of knowledge responsible for setting objectives, providing materials and testing students ability to recall pertinent information.

Teachers, leaders, and support staff are adults with ongoing learning needs to keep them aware of societal needs, professional advances, and life experience which influences their learning. With the advent of the information age accelerated by technological innovations, a growing concern amongst educators spawned research into advanced or adult learning. Knowles is credited with developing an adult learning theory he dubbed andragogy. Andragogy has facilitated the process of making the tacit dimensions of learning and teaching more apparent underscoring the need to take the tacit dimension into account in the organization of adult teaching and learning (Ahedo, 2009).

Thus, pedagogy has remained entrenched in teacher centered practices for youth although andragogy emphasizes learner needs and resourcefulness. Although andragogy has been advocated for half a century, tertiary institutions still largely employ pedagogy (Kop, Fournier & Mak, 2011). Growing student dissatisfaction with online aspects of traditional learning environments and exclusively online courses in universities has led to an examination of problems such as attrition and substandard achievement. Dibiase and Kidwai (2011) mixed methods research in two universities revealed that mature students are far more successful in online classes than their youthful cohorts. A realization that seems to be a to be at odds with assumptions regarding digitalized natives.

3Why?Younger students are more inured to computing and information technologies.Does age help explain how individuals and groups learn? Based on level of cognitive & emotional development + awareness of the social context(Dibiase & Kidwai, 2010)

Mature students success was significant in an introductory course even though younger students are purportedly more accustomed to computing and information technologies Dibiase & Kidwi, 2011). The authors investigated whether age explains how students and groups learn. They contend that arguments vary depending on scholars epistemological beliefs. Those who believe that knowledge consists of representations within individuals minds, and that knowledge acquisition involves primarily internal cognitive processes, disagree with the notion of age prevailing information-processing perspective. Promoters of situated cognition theory think of knowledge the connection between an individual and a social or physical event as opposed to an innate individual attribute. Social cognitivists believe social interaction is critical to knowledge acquisition as learners advance from beginners to authorities within communities of practice.

Dibase and Kidwai (2011) used a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but similar classes with the same instructor at a US university. Their findings supported theoretical expectations about differences in self-directed learning experience readiness of younger and older adults. The authors suggest online educators should be proactive in stimulating younger students' participation in class discussions, and offer prospects to evaluate explicitly the tacit learning generated in online discussions.

4ContrastsAdult education differs from childrens education as adults can choose what they do and do not wish to learn (Dibiase & Kidwai, 2010).

The use of the degree of dependency model from infancy to pre-adult is limited based on the level of cognitive and emotional development and an awareness of the general context. Research evidence shows that adults differ from children in their ability to take responsibility for their lives and actions. Thus, adult education is distinct from childrens education because adults are empowered to choose what they do and do not wish to learn.

The graph highlights the area labeled pedagogy practiced inappropriately between individuals increasing to emphasize the authors rational for an increasing need of maturing individuals to direct their learning experiences, and the degree to which formal education meets that need. Younger students in the study logged into class one-third less frequently; remained logged in generally for about half as much time; participated in class communications less than half the rate of older participants and were more likely to contribute procedural rather than substantive questions and comments; performed equally well in project assignments, but required three times more academic integrity interventions and were significantly less satisfied with the course and the instructor. The two groups differed in age and in their reasons for enrolling in the course. Most of the continuing adult professionals enrolled in the course expecting that the class would advance their careers. Many undergraduate students in enrolled in the course to fulfill a general education requirement. 5ComparisonsPedagogyYounger learners attitudes in formal education differs from mature students. Their relative inexperience in subject domains, authentic applications & self-directed learning inhibit younger students readiness to thrive in online learning environments.AndragogyMature students experience, study habits & enthusiasm prepare them to engineer learning gratifying experiences for students & instructors.(Dibiase & Kidwai, 2010)

The study conducted by Kop, et al. (2011) and the data gleaned supports the assertion that younger learners approach formal educational experiences differently than older students. Their relative inexperience in subject domains, authentic applications and in self-directed learning render them ill-prepared for online learning environments such as the one described above. On the other hand, older students experience, mature study habits and enthusiasm prepare them to construct learning experiences that gratify students and instructors alike.

6Older instructors may complain with some justification that online learning is wasted on the young, younger students may fairly counter that online teaching is an opportunity not to be wasted on the old. (Dibiase & Kidwai, 2010)This supposition made by Dibiase and Kidwai (2011) encapsulates the dichotomy of assumptions regarding young learners who are expected to be technologically savvy yet display little interest generally, in entry level courses and online features expected to be fun and so of interest to those learners. The assumption concerning fun that youth espouse however, I would counter has more to do with social media and entertainment. Perhaps the idea o having fun utilizing similar formats is confounding for digital natives when used out of their normal context.

While older or mature students have the advantage of life experience, work experience, observations and analysis appreciated by online instructors young people do not want to be discounted in their educational quest. Data obtained from Ahedo (2009), Diabiase and Kidwai (2010), and Kop, Fournier and Mak (2011) reveal young learners are dissatisfied with many online courses, many are frustrated and attrition rates are far greater for this group.

Implications for instructors about the disparity between the groups varies according to epistemological beliefs which can be distilled to pedagogy or andragogy. There seems to be a consensus that pedagogy meets university entry level needs and andragogy suits mature learner needs and so outcomes for both groups of learners. The exception would be the pedagogy of abundance proposed by Kop, et al. (2011) to accommodate all students simultaneously. I disagree with this approach as the name alone indicates it is meant to lead and feed students with a single perspective or authority.7One or the other for either youth or adultPedagogyAndragogyLearners called learners or participants.People delivering instruction are called facilitators or trainers.Independent learning style.Objectives are flexible. Learning adapted to real-life problems contributed by learners.Learners have experience to contribute.Active training methods: exercises & role playsLearners influence timing and pace.Participant involvement is vital to success.Participants are primary resources for ideas and examples.Learners called students.People delivering instruction are called instructors or teachers.Learning style dependent on the instructor.Objectives are predetermined and inflexible. Learning is centered on technical content provided by the Instructor.Learners are inexperienced &/or uninformed.Passive training methods, such as lecture and demonstration, predominate.The Instructor controls timing and pace.Students achieve success without major contribution to the class.The Instructor is primary resource for ideas and examples. http://socyberty.com/education/andragogy-and-pedagogy/

PedagogyLearning on open networks enables access to knowledgeable others along with videos to stimulate thought processes, and could also self-regulate and organize their learning. However, Kop, et al. (2011) counter that would require a high degree of learner self-direction . Researchers of learning on online networks can see new roles emerging for educators, such as those of curator, learner, facilitator, supporter of repurposing and remixing information, coach, moderator, technical support, and lecturer., The MOOC acts as an environment in which new forms of distribution, storage, archiving, and retrieval offer the potential for the development of shared knowledge and forms of networked understandings. Characteristics of learning based on a conversational framework emphasize tutorstudent dialogue and actions based on dialogue and reflection. MOOCs necessitate a new model of learning based on adaptive responses to discursive as well as verbal feedback from facilitators and participants for reflective. action on the part of the learner. The tacit component of learning is stressed in andragogy at the root of MOOC education.8technologies could influence the design of learning environments

Emergent technologies influence learning environments designTransitioning from a learning environment of scarcity, based on the lecture model and books, to a web-based environment of abundance (Kop, Fournier & Mak, 2011).

The point of Kop,Fournier and Maks (2011) article is to argue for a pedagogy of learning for adults along with young learners. The first caption on his slide is telling to me implying an objective of change, transitioning from one learning approach to another. Further, the warranted change is based on an inadequate learning environment to one of abundance readily available online. Yet, the authors posit the need for a pedagogy, leading learners like children trough the abundance of information. It seems to me my adult learners would be insulted intellectually and frustrated in their effort to meet their particular needs stymying their capabilities and potential.9(Kop, Fournier & Mak, 2011).

Tools alone are ineffective to create an effective working environment, design for the building of connections- collaborations between resources and peopleKop, Fournier and Mak (2011) investigated how the structure of a classroom atmosphere, the presence of learners and educators within institutional confines, and the nature of knowing and learning are compromised by rapid technological change. The authors focused on the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). Findings point out a reasonable expectation that learners will advance from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active design of resources by both learners and instructors. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and collecting information on networks. The findings fit emergent learning as learning where students and system mutually evolve within a MOOC and where the level of presence of participants on the MOOC influences learning outcomes. The environment of scarcity is so labeled by Mok et al. (2011) to the traditional lecture model. The authors deem a web-based environment a pedagogy of abundance and examine different models of pedagogy to understand the changes. They do not explain why they do not use andragogical frameworks or rationales for understanding changes in learners who transition from traditional to online environments. Perhaps it is implied in their question whether all adult learners are capable of taking on the independent responsibilities expected in online education. The authors reason that the Web has evolved into a complicated network of interlinked sites that demands learners be autonomous learners with advanced analytic and synthesis skills to extract relevant information that is valid. I hear the not so subtle implication that teacher oversight may be lacking in learner centered, andragogically manifest courses and subsequently the generation of ideas and thoughts traditionally cultivated will be inferior since they are harder to achieve on a network with much weaker ties. 10Pedagogy of Abundance(Kop, Fournier & Mak, 2011).

This chart depicts the theory behind the proposed pedagogy of abundance presented by Kop, Fournier and Mak (2011). The authors contend andragogy and technology is overwhelmingly complex requiring teacher- centered approaches for all learners.11Distinguish the wheat from the chaff of information

I extracted this line from the article by Kop, Fournier and Mak (2011) whose theory I do not buy but whose views on the abundance of information available online I can appreciate. There is an overwhelming amount of resources from which to obtain information and filtering through so much data can also be overwhelming. Scholars recognize criteria for choosing resources which can be provided young learners-an easy remedy. The statement given the title of this slide was used to argue for the sage on the stage to suggesting online andragogical instructors are absent at most and errant at least as guides on the side. 12ICT = WEB-BASED LEARNING(Ahedo, 2009). The research of Ahedo (2009) posits that ICTs enable web-based learning and the implications for teaching that affords. Ahedo is opposed to pedagogical methods for adults since they are teacher-centered and directed dismissing experiences, cultures and so influences in their learning. Ahedo believes intrinsic motivation coupled with technological tools supported by various theories is the wave of the future. One, the educational community at large is buying into the diverse approach of andragogy exemplified by research data and articles. It is appealing to a diverse range of educators who too have varied experiences and cultures which technology can capitalize upon in different educational environments. Interrelationships afford a wealth of teaching and learning opportunities compounded by those very interrelations. Andragogy promotes reflection and the exchange and convergence or refinement of ideas. Learner determined objectives are conceived of intrinsically and enhanced consequently as well. As far as I am concerned, andragogys prescription offers flexibility not inherent in pedagogy and that means adaptability for young learners. That in turn aids transitioning and growth in learning, a worthy objective. 13Implications for online teachingYounger studentsPedagogy: art and science of teaching childrenYounger students in US higher education require a proactive approach in which instructors initiate interactions meant to elicit optimal levels of student engagement. Online educators may earn high levels of younger student satisfaction via ICTs they use routinelyImplications on faculty workload should lead educators and administrators to expect online classes and programs serving traditional college-age students in the US to be more demanding and more expensive.Know learner needs: pedagogy.Teacher directed- didacticDependent learning re: objectives, resourcesMature studentsPedagogy produces tension, resentment, and resistance in adultsPedagogy: art and science of helping adults learn (Knowles, 1968)Interactions occurs more spontaneously with older cohortsOnline classes and programs cost less for mature adults. Know learner needs: andragogy.Learner centered(Dibiase & Kidwai, 2010)

Transition Two distinct groups of learners have dissimilar needs and capabilities requiring alternate approaches to teaching as the literatures and evidence strongly supports. I have discerned that Individualized planning is tantamount to success at university entry levels; individualized however for two groups. Over time as my education has made clear, incremental adaptations to andragogy principled planning may promote independent online learning while fostering a climate of community support and confidence in utilizing technological tools effectively. The growth in learning independence must fit the psychological development of learners (Ahedo, 2009).14The andragogical model by Knowles is based on four basic assumptions about learners, each related to ideas about a learner's ability, need, and desire to take responsibility for learning:

Their self-concept moves from dependency to independency or self-directedness. They accumulate a reservoir of experiences that can be used as a basis on which to build learning. Their readiness to learn becomes increasingly associated with the developmental tasks of social roles. Their time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance-centeredness (Ahedo, 2009).It is evident to me that Knowles principles of andragogy comprise a spectrum of learning and so teaching stages. That spectrum nurtures growth whereas maintaining a pedagogical approach for youth as well as for the mature, stagnates and withers in utility or at least the perspective of utility. 15Bridging or extending the reach to balance the learning divide.

Pedagogy to andragogy is a spectrum from which Kop, Fournier and Mak (2011) project a pedagogy of abundance to bridge the divide between traditional students and mature learners. The implication being teachers can use one framework for all students.

Meaningful learning occurs if social and teaching presence forms the basis of design, facilitation, and direction of cognitive processes for the realization of personally meaningful and educationally worthwhile learning outcomes. Different learning objectives and different life contexts of learners in an open course lead to different levels of participation in learning activities and subsequently to different learning outcomes. 16And now for our feature film presentationhttp://www.bing.com/search?q=andragogy+and+pedagogy+video&form=MSNSHL&pc=msnHomeST&refig=68a089cdf2684f1da3c118e271762bf7

17ReferencesAhedo, M. (2009). Comparing the principles of adult learning with traditional pedagogical teaching in relation to the use of technology: The tacit dimension in ICT-based university teaching. International Journal of Web-Based Learning & Teaching Technologies, 4(4), 66. http://www.irmainternational.org/viewtitle/36932/

Dibiase, D., & Kidwai, K. (2010). Wasted on the young? Comparing the performance and attitudes of younger and older US adults in an online class on geographic information. Journal of Geography in Higher Education, 34(3), 299-326. doi:10.1080/03098265.2010.490906

Kop, R., Fournier, H., & Mak, J. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research in Open and Distance Learning, 12(7), 74-93. http://ebscohost.com/eds/pdfviewer/pdfviewer?sid=ed1d1-da17-4990-ae97c6efe54f4d50%40sessionmgr12&vid=3&hid=17

Pedagogy and andragogy table. http//:socyberty.com/education/andragogy-and-pedagogy

Pedagogy and Andragogy video. Retrieved October 8, 2013 fromhttp://www.bing.com/search?q=andragogy+and+pedagogy+video&form=MSNSHL&pc=msnHomeST&refig=68a089cdf2684f1da3c118e271762bf7

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