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In the lengthy debate which puts in opposition pedagogy and andragogy, the adult is defined according to his ability to use his gained experience. In this study, we start from the idea that the experiential learning and the pedagogy of the interrogation should be privileged as learning models for the adult age. From this perspective, we propose dif...
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Background: Despite the accumulating evidence highlighting the significant roles of an effective facilitator and appropriate pedagogies that a facilitator employs in shaping the professional learning environment, there is a paucity of research that explores how facilitators learn to facilitate.
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... H5 (Orientation to Learning has a Positive Influence on Performance Expectancy): Learning abilities are continuously developed according to people's learning orientation because it may motivate them with a problem-centered outlook and encourage them to seek a solution. Formal parttime learners prefer an active learning landscape, in which m-learning provides a platform that can take the form of a problem to be solved or of questions or paradox requiring a solution [37]. In this context, formal part-time learners believe when learning is positioned progressively towards their social role's developmental processes, in which they learn to perform tasks or enhance their situation to the extent of looking for a performance-centered orientation to learning [38]. ...
... It should be able to enable them to manage learning processes despite limitations posed by curriculum design and resources obtained via their teachers [23]. Overall, the results contrasted with those of previous VOLUME 10, 2022 studies [35] and [37], which rejected the hypothesis of prior experience and orientation to learning. ...
Mobile learning is posited to be an effective learning tool for various learners. However, limited studies have been conducted to explore formal part-time learners’ behavior towards mobile learning. Therefore, this study investigated the level of acceptance of mobile learning by formal part-time learners in Malaysia. A theoretical model was developed based on the unified theory of acceptance and use of technology (UTAUT) and formal part-time learners’ attributes such as self-directed learning, prior mobile learning experience, learning readiness, and orientation to learning. The developed model and hypotheses were examined using a questionnaire, and measurement and structural models were analysed using SmartPLS (v 3.2.7). The participants of the study comprised 394 formal part-time learners enrolled in five public universities in Malaysia. Finding confirmed the significant influence of self-directed learning, learning readiness, effort expectancy, performance expectancy, social influence, and facilitating conditions in predicting the mobile learning behavioral intention and usage behavior. These findings can be considered by practitioners to enhance behavioral intention towards m-learning usage. The attributes of formal part-time learners toward the usage of m-learning in public universities were properly underlined in this study. This study’s main contribution would be to aid in the exploration of formal part-time learners’ characteristics, which would aid m-learning practitioners in developing the necessary applications and strategies.
... Being removed from the formal classroom environment for a certain time, the pedagogical approach has become quite irrelevant, especially when applied to teaching and learning since it presents a series of problems [35], [36]. One of the problems concerns the difference between pedagogical and andragogic approaches, moving from teacher-oriented to student-oriented, respectively [24]. ...
Adult learner performance has become a significant challenge in education. Adult learners are identified as being of productive age in engaging with multiple commitments, including studying. The multiple engagements make managing their time and focus difficult, contributing to a high institutional dropout rate. This situation has reduced the number of highly skilled and professional workers in the country because of the failure to meet academic requirements. In the current digital world, every aspect of education includes some technology elements. However, most adult learners are reluctant to utilize mobile technology for learning. Therefore, this review paper aims to provide state of the art on mobile learning (m-Learning) for adult learners. Considering a set of inclusion and exclusion criteria, 135 related articles from IEEE, Google Scholar, Springer Link, Science Direct, Taylor and Francis, and Wiley digital databases were extracted and reviewed. State of the art were discussed in terms of functions of m-Learning, effectiveness, and m-Learning as a tool. Keywords from articles were extracted and the taxonomy of m-Learning was discussed under five classifications (behavioural intention, technological support, educational content, learner coordination, and instructional design), representing the same meaning and features discussed in the articles. The findings can raise awareness among mobile learning practitioners to provide more effective services for adult learners. Meanwhile, higher education institutions can be better redesigned in terms of pedagogy to fit the needs of adult learners with mobile learning.
... Theoretically, workers achieve practical competence and demonstration when learning using video. However, the experience at PT. XYZ (for confidential purpose) showed a different result because Kahoot! as an instrument for measuring the learning, success was compiled with a pedagogical approach, instead of the andragogy (Burnard, 1989;Sălăvăstru, 2014 (Nitko and Brookhart, 2011). The preparation of questions and answer choices using the pedagogical approach is more suitable for students in the game of Kahoot!. ...
The Kahoot! game application is used to determine differences in the level of understanding of mining workers, between before and after watching the safety video on the topic of "fatigue". Data shows cognitive improvement between before and after the Occupational Health and Safety (OHS) video was shown. However, the results of increased knowledge of this video material are not accompanied by keeping safety commitments at work. Therefore this research is important to do with the aim of finding indicators of collecting material in the Kahoot! game which can increase workers’ awareness and commitment to safety at work. This research method uses a quasi-experimental method on 60 people who are not mining workers that is analysed using t-test and ANOVA test. The results showed that Kahoot! creative gamefication must fulfill the criteria of preparing questions and answer choices that are capable of: 1) stimulating players to apply their knowledge in the real world; 2) relating aspects of memory, perception, and action; 3) having dramatic, antagonistic, witty, and affective qualities. Implications of this study, the creative gamefication of Kahoot! as an instrument of learning assessment should put more emphasis on the content of OHS guidelines, and further can be applied to the workers that will translate them into practicing safety at work consistently.
... Experiential learning may perhaps be defined as assembling knowledge and meaning through real life-experiences. Educational theorist David Kolb recognizes four stages in experiential learning: concrete experience (referring to the encounter of a new experience, or the reassessment of a past experience), reflective observation (of said new experience), abstract conceptualization (where new ideas emerge or preexisting ones are modified), and finally active experimentation of these experiences (to observe results) [15]. In medical education, the optimal method of learning is by doing, and through comparing and contrasting old and new experiences, future physicians are able to maximize their potential for beneficial learning [16]. ...
... Experiential learning, originally discussed by John Dewey, recognises the need to learn within 'real world' situations [9], [8], [19]. The education lecturer recognised that an amazing learning experience was created by the project, because several of the theories and strategies previously or currently taught could be put into a real-life context. ...
... Experiential model is a model that can enhance creativity and build innovation through the experience of individuals. The previous contents are establishing connections between the new contents and their already acquired, contextualize or decontextualize what they learned [19]. On the other hand, the modifications already consolidated habits, and the dislodgement of some beliefs which are rigid and block the process of acquiring new knowledge. ...
... Namely, experiential learning allows students to experience, reflect, think, and act as part of a holistic educational experience 2 . Because the experiential learning model is based on a frame of the successive cycles between concrete and abstract concepts, a transfer from a theoretical lecture to the experiential activity or vice versa is claimed to be the sequential cycle for learning 1,3 . The students will be given the opportunity to use connected devices to collect data and learn about their school "environment". ...
... Andragogy is one of the models of teaching adults. Other models are experiential learning, transformative learning, critical reflection, learning by solving problems [38]. ...
The study of adult learning—andragogy—has emerged as a learning framework due to its increasing popularity in the past four decades. Research on andragogy has been mostly exploratory till recently, when Lynda Swanson Wilson designed and tested the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) to measure six andragogy principles and eight andragogy processes (a 77-item instrument). The present study attempts to find the applicability of andragogy by testing its principles using the self-developed Perception, Experiences, and Learning Satisfaction of Knowles' Andragogical Theory Questionnaire (PELSKATQ) on 91 graduate students from multiple disciplines (Business, Education, Public Health, and Religion) and two programs (Masters and PhD). The findings of this study showed that gender, marital status, program of study, age, field of study, work experience, coursework completion do not influence learning satisfaction of adult learners. We recommend further studies integrating other factors related to adult learning such as teaching and learning strategies, types of classroom interactions, and types of course assignments.
... Andragogy is one of the models of teaching adults. Other models are experiential learning, transformative learning, critical reflection, learning by solving problems [38]. ...
The study of adult learning—andragogy—has emerged as a learning framework due to its increasing popularity in the past four decades. Research on andragogy has been mostly exploratory till recently, when Lynda Swanson Wilson designed and tested the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) to measure six andragogy principles and eight andragogy processes. This present study attempts to find the applicability of andragogy by testing its principles and processes using ALPDEQ on 100 graduate students from multiple disciplines. Student factors, andragogy principles, and andragogy processes are used as predictors of learning satisfaction of graduate students. The findings of this study will advance the knowledge of the theory of andragogy through a much-wanted quantitative study and will contribute to the field of adult education.
Does andragogy successfully satisfy non-traditional learning needs and demands of a contemporary knowledge and performance-oriented economy? In her chapter on designing caring and inclusive online classrooms for non-traditional learners, the author explores the adult learning theory of andragogy supplementing it with an autoethnographic case study listing andragogical teaching strategies and then questions the need and validity of andragogy as the comprehensive holistic adult learning theory and model to design, develop, and implement online learning environments based on the three focal elements of caring, diversity, and cultural inclusivity for non-traditional learners. The author argues for the contemporary learning theory of heutagogy as the mantra of the knowledge and performance-oriented society.
