Write a 400- to 500-word initial post that is organized into multiple paragraphs in which you:
Write a
400- to 500-word initial post that is organized into multiple paragraphs in which you:
· Analyze two teaching philosophies or theoriesone that you intend to incorporate into your own approach and one that you do not intend to include. Describe each philosophy or theory, comparing and contrasting key features.
· Explain your rationale for your inclusion or exclusion of the philosophies or theories.
· Analyze your chosen philosophies or theories with regard to teaching diverse adult learners, including the philosophies strengths and limitations.
RESOURCES
· Walden University Library. (n.d.-a).
Education theory: Education theory
Links to an external site.
.
https://academicguides.waldenu.edu/library/subject/education/edtheory
· Zorn-Arnold, B., ; Conaway, W. (2017).
The keys to online learning for adults: The six principles of andragogy, part III
Links to an external site.
. Distance Learning, 13(2), 15.
· Warner, J. (2018, November 19).
Q;A with Joshua Eyler on How Humans Learn.
Links to an external site.
Inside Higher Ed.
https://www.insidehighered.com/blogs/just-visiting/qa-joshua-eyler-how-humans-learn
· Smith, M., K. (2002).
Malcom Knowles, informal adult education, self-direction and andragogy
Links to an external site.
. Infed.
https://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-and-andragogy/
· Gravani, M. N. (2019).
Learner-centered education as a tool for enhancing adult learn
Volume 13, Issue 2 Distance Learning 1
IAP PROOFS
© 2016
The Keys to Online
Learning for Adults
The Six Principles of Andragogy, Part III
Barbara Zorn-Arnold and Wendy Conaway
s education leaders, teachers, sub-
ject matter experts, and course
designers, it is important that we
capitalize on students need to learn, orien-
tation to learning, and motivation to learn
in order to support their academic success.
In this third installment, we review the
remaining three principles of andragogy
and offer suggestions for incorporating
them into the online classroom. Many
adult students return to college after years
of pedagogical conditioning, which may
make them apprehensive to the openness
and self-directedness of andragogical strat-
egies (Forrest ; Peterson, 2006). In addi-
tion, our mature adult students struggle
with balancing work, home, and family.
There are ways in which we can keep their
spirits and motivation strong so that they
can embrace self-directed learning and
achieve their goals.
READINESS TO LEARN
Adult students return to school with a
wealth of experience and several identities
related to the multiple roles they play in
life, including parent, employee, commu-
A
Barbara Zorn-Arnold,
Ashford University,
8620 Spectrum Center Blvd.,
San Diego, CA. 92123.
Telephone: (858) 776-0796.
E-mail: [email protected]
Wendy Conaway,
Ashford University,
8620 Spectrum Center Blvd.,
San Diego, CA. 92123.
Telephone: (858) 776-1379.
E-mail: [email protected]
2 Distance Learning Volume 13, Issue 2
IAP PROOFS
© 2016
nity volunteer, and leader. Because adults
have learned that each role they take on
requires new learning and responsibility,
they have formed the learning habit of
needing to know to support a specific
role or goal (Knowles, 1984). Moreover,
there is a sense of immediacy to fulfill the
roles and responsibilities as parent,
employee, leader, et cetera that prompts
them to seek the learning they need (Cos-
som ; Riches, 1977). The adult students we
work with enter college with an eagerness
to learn content that has relevance to their
immediate goals, which can be career
based or something broader, such as mak-
ing a positive contribution to society. Stu-
dents are also ready to learn because they
have identified gaps in their knowledge
and have a sense of what they need to
learn in order to achieve their goals. How-
ever, some mature adult students are also
at high risk for dropping out. If the course
content is not immediately obvious, then
stude
Article
Learner-centred
education as a tool for
enhancing adult learning
in distance learning
universities
Maria N Gravani
Open University of Cyprus, School of Humanities and Social
Sciences, Nicosia, Cyprus
Abstract
This paper presents a critical account of the extent and the ways in which learner-
centred education approaches are used as a tool for enhancing adult learning in distance
learning universities as well as the conditions and restrictions they face. The explora-
tion is illustrated by qualitative data from interviews with eight adult educators and
16 adult learners/students and adopts a case study approach within a phenomenological
mode. In this study, learner-centred education approaches are seen as being at one end
of the educational practice continuum and comprise of a number of elements, namely:
motivation, epistemology, techniques and relationships that are used as a conceptual
framework to guide data analysis and interpretation. Findings reveal the partial and
unintentional use of learner-centred education approaches in the distance learning
programmes explored and make recommendations for the implementation of
learner-centred education in the teaching of adults in distance education universities.
Keywords
Adult learning and teaching, distance learning universities, heutagogy, learner-centred
education, qualitative research
Corresponding author:
Maria N Gravani, Open University of Cyprus, School of Humanities and Social Sciences, P.O. Box 12794, 2252
Latsia, Nicosia, Cyprus.
Email: [email protected]
Journal of Adult and Continuing
Education
2019, Vol. 25(2) 198216
! The Author(s) 2019
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/1477971419858689
journals.sagepub.com/home/adu
https://orcid.org/0000-0002-7948-6466
http://uk.sagepub.com/en-gb/journals-permissions
