Andragogy Reflection: Self-Directedness

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Andragogy Reflection
Introduction
The purpose of this paper is to analyze a traditional, lecture-based course that was not conducive for my learning and then redesign it applying Malcolm Knowles’ six assumptions for adult learning (as cited in Merriam, Caffarella, & Baumgartner, 2007). The method of teaching adults who are self-directed learners is defined as andragogy. Based on this concept, instruction should focus more on the process and less on the content being taught (Andragogy, 2013). Teachers should focus on a more cognitive approach to learning by including more interactive activities and flexibility to motivate the student intrinsically (Cuellar, 2002). This is based on the assumption that adults need to know why they need to learn something; adults need to learn experientially; adults need problem-based learning; and the topic must be of immediate value (Culatta, 2013). This paper will focus on how the redesigned traditional course could have been enhanced if it were focused on the process of learning rather than the content based on Knowles’ six andragogical assumptions of adult learning.
Traditional Learning Context
My personal experience in the traditional classroom environment started after high school where I attended a community college for two years. One of the courses I was required to take was a statistics course which I attended as a live lecture for two hours twice a week. The majority of the students who took the course were young American-Hispanic adults ranging in the 18 to 22 age group who lived in the local area seeking their associate’s degree, two adults where in the 40-50 age range, and there was a slightly higher female attendance to males. The classroom had about 50 students in a small...

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...artner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
Silen, C., & Uhlin, L. (2008). Self-directed learning- A learning issue for students and faculty! Teaching in Higher Education, 13(4). Retrieved from http://search.ebscohost.com.lib.kaplan.edu/login.aspx?direct=true&db=aph&AN=32794171&site=eds-live
Taylor, B., & 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. Journal of the Scholarship of Teaching and Learning, 9(2). Retrieved from http://josotl.indiana.edu/article/view/1725/1723
Van Genderen, E. (2013). Sustainable competitive advantage: Effective andragogy. Middle East Journal of Business, 8(3). Retrieved from http://search.ebscohost.com.lib.kaplan.edu/login.aspx?direct=true&db=bth&AN=90266153&site=eds-live

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