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Andragogy
Andragogy is a term for the practice of adult education. There are several generalized connotations from the term itself, but the context that seems to be the most relevant is its contrast from pedagogy. When a student transcends adolescence by gaining new experience and motivations their learning methodologies must change with them. This is especially important and applicable given the emerging technology-empowered education opportunities available now and in the near future.
Since it is related, and likely something that every student has personal experience with, it is important to understand the fundamentals of pedagogy before defining and exploring andragogy. These principles include the sequential development of the mental processes that allow a student to recognize, recall, evaluate, contrast, apply, create, understand, and evaluate gained knowledge (Multiple Unknown, Pedagogy, 2012). The Instructional Theory’s three general theoretical stances: behaviorism, cognitivism, and constructivism essentially summarize these critical skill sets (Multiple Unknown, Instructional Learning Theory, 2012).
Behaviorism is the act of learning in response to acquisition and stimuli. This learning methodology originates with Aristotle whose essay "Memory" focused on associations made by the mind during events such as lightning and thunder (Mergel, 1998). In education, Behaviorism effectively embraces a quid pro quo system in the classrooms by rewarding desired behaviors and discouraging inappropriate ones (Kristinsdóttir, 2008).
Cognitivism is the learning involved in building associations established through continuity and repetition. In laymen’s speak, this is learning through memorization. There are two aspe...
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...gn & Learning Theory. Retrieved from University of Saskatchewan: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
Smith, M. (2011, December 01). Andragogy. Retrieved from The Encyclopaedia of Informal Education: http://www.infed.org/lifelonglearning/b-andra.htm
Smith, M. K. (2002). Malcolm Knowles, Informal Adult Education, Self-direction and Andragogy. Retrieved from The Encyclopedia of Informal Education: http://www.infed.org/thinkers/et-knowl.htm
Unknown, M. (2012, March 21). Instructional Learning Theory. Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Learning_theory_(education)
Unknown, M. (2012, March 17). Pedagogy. Retrieved March 16, 2012, from Wikipedia: http://en.wikipedia.org/wiki/Pedagogy
Wang, V. (2011). Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies. Hershey, PA: IGI Global.
Horton was interested in education for social change, he advocated that education be grounded in the learner’s experiences and included the use of questions to stimulate self-examination as well as examination of social systems. Horton’s approach to adult education has several key features. The key features in Horton’s approach are leadership development, social analysis, experience, learning and social meaning. (Pyles, 2013) Myles Horton’s organizing framework is a transformative approach anchored in the belief that societal change necessarily entrails a change in consciousness. (Pyles, 2013) Horton and his cohorts believed that people themselves are the authorities on their experiences and thus on their own learning needs and educational agendas. (Pyles, 2013)
There are various teaching perspectives used by educators such as the nurturing perspective and the social reform perspective. The social reform perspective is effective for adult learners as it involved the transformational learning as well as a critical reflection (Nesbit, 2005). The perspective depends on experiences that help transform the beliefs of an individual from old ways of understanding to new perspectives. The purpose of adult education mainly focuses of providing learning experiences that help them achieve a certain goal. Therefore, the transformational phases differ depending on the individual objectives or achievements. The perspectives also help in critical thinking and reflection that supports the transformational learning
In order to build any solid structure, a good foundation is required. According to the Merriam Webster dictionary, a foundation is “an underlying base or support, especially the whole substructure of a building, a body or ground upon which something is built” (www.m-w.com). Foundations must be durable to support the structure that is built above. For this reason, the Foundations of Adult Education course delves into various philosophical approaches to adult education and learning. Investigation of behavior theories helps the adult education instructor or trainer develop his or her approach to methods of instruction. In this foundational course on adult education, it is important to discuss the definition of what exactly is meant by ‘adult education’ as well as its purpose and how that has changed throughout its history.
There are many theories surrounding education and what lies within our biological functions that can effect how we learn as human beings. Our book, Creating Literacy Instruction For All Students, by Thomas Gunning goes more in depth of these approaches and theories. Behaviorism is a theory that “stresses observable responses to stimuli”. This approach includes conditioning good behaviors and eliminating unwanted behaviors (Gunning, 4). Another major theory surrounding learning is cognitivism, which is “based on the proposition that mental processes exist and can be studied (Gunning, 4). Under this theory of congnitivism lies Piaget’s theory that each child develops through constructivism, in building their own understanding of the world and the realities within it. Similarly, Vygotsky stresses the importance of social constructivism in how social encounters can change cognitive development (Gunning, 5). The cognitive behavioral approach is to help the students realize their potential by showing them what they must to do be successful. This is important to help the students stretch beyond their conceived notions of failure they may have gained from previous academic issues (Gunning, 6). Under this cognitive behavioral approach lies both the top-down and bottom-top strategies. Finally, the reader response theory challenges the child to construct meaning from the written text. To engage and understand, ...
Behaviorism revolves around the measurable and observable characteristics of human behavior, and is based off of the principle that behavior is a result of stimulus-response associations. The purpose of this learning theory is using conditioning in order to acquire a desired behavior. Once understood, the use of behaviorism can be an effective tool in the classroom for educators to use.
.... (1987). ‘Malcolm Knowles’ in P. Jarvis (Ed.) Twentieth Century Thinkers in Adult Education. London: Croom Helm. Kearsley, G. (2011). The theory into practice database. Retrieved from http://tip.psychology.org Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco, CA: Jossey-Bass. Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco, CA: Jossey-Bass. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. National Louis University. (2005). Retrieved from http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved from www.infed.org/thinkers/et-knowl.htm
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 9, 2012 from http://projects.coe.uga.edu/epltt/
Behaviourism is where a person learns through responding to stimuli so as to optimise their own situation. This means that humans have a need to learn so by adapting to a changing environment around to be able to survive. For instance a learner who has some sensory impairment will adapt their own learning styles to accommodate for this barrier by adapting method and using experience they are able to achieve the same learning outcomes as other learners.
Chapter nine is mainly about behaviorism. Behaviorism is the theoretical perspective in which learning and behavior are described and explained in terms of stimulus- response relationship. There are two things that could be observed and objectively measured, these two things are environmental stimulus and learner’s behaviors or response. Stimulus is a specific object or event that influences an individual’s learning or behavior. A response is a specific behavior that an individual exhibits. Behaviorist believe that people are born with a blank slate with no inherited tendency to behave on way or another. Over the years the environment slowly molds or conditions the slate so that it is no longer blank. Conditioning is the commonly used term by behaviorist for learning that typically involves specific environmental events leading to the acquisition of specific responses (Ellis, 2013, pg.265).
Andragogy offers a medium through which adult learning can be facilitated. It is essentially a humanistic educational process that values the individual learner. The powerful relationship between the instructor and student does not compromise educational values and learning expectations. Andragogy adds to the cognitive, affective, interpersonal and psychomotor domains of adult learners in order to bring about transformation. Knowles's version of andragogy presents the individual learner as one who is autonomous, free, and growth-oriented; therefore andragogy is an important and potentially useful avenue for both instructors and learners. The purpose of this paper is to involve initial work toward comparing traditional and adult learning theories and models.
Malcolm Knowles in the 1970’s popularised the androgogy as a concept through his book, The Modern Practice of Adult Education. The term was already in use in Europe and referred to both the practical aspects of adult teaching and learning and also referred to the academic study of adult education.
Behaviorists believed that actions were responses to stimuli that were learned. The basic concept was that positive responses would be triggered by good stimuli while negative responses would could from bad stimuli. Actions that would produce positive results tended to repeated, while those that led to negative results tended to be avoided.
...ese aspect of the behaviorist theory of learning avoid the notion that human beings have any power of free will or cognitive abilities, and that “there is little difference between the learning that takes place in humans and that in other animals” (McLeod, 2013).
At one point or another in most everyone’s life, they have encountered positive and negative educational experiences. Most everyone I know can recall a favorite teacher that inspired them, as well as a teacher that they didn’t like so much, or maybe it wasn’t the teacher but the environment or delivery that makes educational experiences meaningful and memorable. I too have had these experiences, experiences where the teacher was sweet and kind, ones where the delivery was boring or energetic and ones where the environment created the mood for learning. All of these play into the educational experiences we have. It is the goal of this paper to reflect on an educational experience in which it was not conducive to the adult learner and compare that experience with Knowles’ Assumptions of Adult Learning. I hope to shed light on how adult education can move from the Traditional Learning Context, into the Andragogical context, meeting the needs of adult learners in today’s society.
The main instance that I use behaviorism in my classroom is through positive reinforcement. I praise, praise, praise my students all day. Students who are such young learners receive much motivation when they hear praise and specific praise at that. It allows them to be eager to please their teacher and provides a sense of self-accomplishment. In my classroom, I also use a treasure chest, reward coupons and PBIS reward money as major components of positive reinforcement. At the beginning of the year, I teach my students my classroom expectations and that I expect the best from them. This includes all of their daily work, including journal writing, morning work, etc. My students know what my desired outcome is. Student’s behavioral efforts are measured and collected on a weekly basis through a behavior chart. Their assignments are measured on accuracy and completeness in order to help them recognize the importance of their effort in finishing an assignment. I utilize a rubric on many of my assignments in order to help them achieve their best. Their meeting certain standards on their weekly behavior chart allows them to receive