8.28.2012

Andragogy for learners and instructors


Adults continue to learn throughout their lifetime, either by choice or by necessity. Instructors in colleges and workplaces should consider a different methodology of teaching than that used with youth. (Knowles, 2005) Andragogy is a theory that describes the methods of learning for adults in contrast to pedagogy. Knowles, et al. argued that successful adult learning is based on six principles of learning:

(1) The learner’s need to know or reason for learning – the what, why and how of learning

(2) Self-concept of the learner -- adults are more self-directed

(3) Prior experience of the learner -- each adult's experience is a resource to be shared

(4) Readiness to learn -- either for work or problems needing to be solved

(5) Orientation to learning -- task or problem centered

(6) Motivation to learn -- internal incentives and curiosity

(Knowles, 2005)

Instructors will need to address these six principles in order to adapt the method in which they relay information to the adult learner. Successful outcomes are always at the basis of instructing and the approach to empowering adults who are in learning situations is the ultimate goal of a teacher. The choice of teaching theory is dependent upon the learning theory. (Holyoke, 2009) Andragogy most often embraces the theory of constructivism versus instructivism. ( Koohang, 2009) More responsibility is placed on the learner, and the student is given more freedom to build knowledge, based on the principle that adults are more self-directed than younger students. (Knowles, 2005) The lecture method of teaching is the most commonly used format in higher education, but this does not support problem-based learning. (Sandhu, 2012)

References

Goose, M. &. (2012). The Coach's Impact on Long Distnace Runners' Training and Competition
     Motivation. International Journal of Sports Science and Coaching , 7 (2). Retrieved from:
     http://multi-science.metapress.com/content/5036r0083887ng67/Holyoke, L. &. (2009). Engaging the Adult Learner Generational Mix. Journal of Adult Education ,
     12-21. Retrieved from: Retrieved from EBSCOhostKirschner, P. (2006). Why minimal guidnace during instruction does not work: an analysis of the
     failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.
     Educational Psychologist , 41 (2), 75-86. Retrieved from: http://igitur-   Knowles, M. H. (2005). The Adult Learner. San Diego, Ca: Elsevier.
Koohang, A. R. (2009). E-Learning and Constructivism: From Theory to Application.
     Interdisciplinary Journal of E-Learning and Learning Objects , 5. Retrieved from:
     http://www.ijello.org/Volume5/IJELLOv5p091-109Koohang655.pdfSumit, S. A. (2012). Executive Editors Theories and Practical Steps fore Delivering effective lectures.
     Journal of Community Medicine and Health Education , 2 (6).  Retrieved from:
     http://www.researchgate.net/publication/230635603_


8.27.2012

Traditional learning not working in this class


The traditional learning situation does not always provide a rich learning experience for adults. This was true for a class in which I was asked to participate, on Sunday at the church I attend. The class is intended to help acquaint and prepare members to attend the temple. Although I am not one of the learners in the sense that I need to be prepared (I have already attended the temple, with 30 years of experience), the class included those who have experience.

As is common in the Church of Jesus Christ of Latter Day Saints, lay members are called to teach. The results are varied, some better than others, and some instructors become better as they teach. It is meant to give all a chance to be a teacher as well as a learner.

This was the first lesson and the subject matter was outlined in a manual for the instructor to use, listing an objective, suggested preparation and presentation. As this is largely left to the teacher to choose methods of learning, and involve the class, results are varied. Class members are encouraged to participate in these type of lessons, but this is at the discretion of the teacher. Suggested lesson development is included, but left to the teacher.

The subject matter for lesson one: "The Temple Teaches About the Great Plan of Salvation,"  covered the reasons for attending the temple and the doctrine presented in a temple session. The plan of salvation was covered, from the premortal life to the fall of Adam, the mortal life, death and resurrection, and kingdoms of glory. The class consisted of couples and single adults preparing to go to the temple for the first time. This is a class for all adult ages, from age 18 and upwards. There were seven students in the classroom, plus the teacher. The purpose of the lesson as stated in the manual is "to help class members understand that the plan of salvation is taught in the temple." The course is made up of seven lessons, to be carried out over a seven week period. Each class period is approximately 45 minutes in length.

The instructor stood at the front of the small classroom that accommodated approximately ten students. The attendees were seated in molded plastic chairs, facing the instructor and a chalkboard. One side of the room had a glass window, partially covered with a curtain. After the teacher introduced himself, student manuals were handed out and the lesson proceeded with the instructor reading from the teacher's manual, which consists of each lesson's objective, suggested preparation, and the presentation of the lesson, along with questions.

The class sat silently and listened as the instructor read a block of text. The teacher next asked one student to read a quote from the student manual. After which the instructor framed the question listed in the manual. I followed along with the rest of the class, quickly speeding ahead and reading the entire lesson in a few minutes. I glanced up at the class, and listening in as they attempted to answer the posed question.

The teacher explained that the plan of salvation is taught in the temple, but we can read about it in the scriptures. He said we can discover answers to these question about the plan: Where did we come from? Why are we here on earth? Where are we going after this life? The class listened as the teacher read a prompt,
"Adam and Eve chose to eat the fruit that God had forbidden them to eat. As a result, they were separated from God’s presence. This separation is called spiritual death. They became mortal, which means that their physical bodies would eventually die. They also became able to have children. The change to the mortal condition is called the Fall." (Endowed from on High)
After the reading, the class members were directed to scriptures that support these ideas. We took turns reading. The problem in this classroom was not the material that was to be covered, as that has ample opportunities for constructing knowledge, conversing, discussing, and reflecting.

I was bored, and maybe the other members of the class were bored as well. Granted, I do not want to pipe up and tell everything I have discovered through the years of study, as it is imperative that each member discover these things on his own. The building of faith is based on this idea of developing your own testimony, your experiences, and letting others develop at their own pace. In fact, sometimes it is difficult to remember this and not just lecture, but instead guide and let the treasures be discovered by each individual. This was a traditional setting, where the teacher did most the talking, the curriculum was set, there were no group discussions, or individual study, and the material was dictated by the teacher.


References

Goose, M. &. (2012). The Coach's Impact on Long Distnace Runners' Training and Competition
     Motivation. International Journal of Sports Science and Coaching , 7 (2). Retrieved from:
     http://multi-science.metapress.com/content/5036r0083887ng67/
Holyoke, L. &. (2009). Engaging the Adult Learner Generational Mix. Journal of Adult Education ,
     12-21. Retrieved from: Retrieved from EBSCOhost
Kirschner, P. (2006). Why minimal guidnace during instruction does not work: an analysis of the
     failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.
     Educational Psychologist , 41 (2), 75-86. Retrieved from: http://igitur-   
Knowles, M. H. (2005). The Adult Learner. San Diego, Ca: Elsevier.
Koohang, A. R. (2009). E-Learning and Constructivism: From Theory to Application.
     Interdisciplinary Journal of E-Learning and Learning Objects , 5. Retrieved from:
     http://www.ijello.org/Volume5/IJELLOv5p091-109Koohang655.pdf
Sumit, S. A. (2012). Executive Editors Theories and Practical Steps fore Delivering effective lectures.
     Journal of Community Medicine and Health Education , 2 (6).  Retrieved from:
     http://www.researchgate.net/publication/230635603_


8.26.2012

Andragogy reflection, a hypothetical experience


Knowles, Holton, and Swanson (2005) contend that traditional learning does not always meet the needs of the adult learner, because it fails to address the six assumptions: self-directing, experience, social role, application, internal motivation, and reason for learning. (Knowles, 2005)

Lectures are one-sided, directed to an audience that may or may not be engaged in the topic. An instructor has no way of knowing if the information is being absorbed or understood. Andragogical methods acknowledge that the adult learner is not a dependent personality and that he/she is self-directed. (Knowles, 2005) The hypothetical experience of a successful adult learning situation as opposed to the traditional lecture and listen format is offered in the following scenario:

The adult preparing to go to the temple will have already learned about the plan of salvation and therefore may find the information in the first lesson redundant or even boring. This outcome does not take into consideration the knowledge that class members have already acquired, an important assumption in adult learning. (Knowles, 2005) The information covered could be reviewed with visual aids and a member of the class summarizing his thinking.

The group can talk about the terrible questions:  Where did we come from? Why are we here on earth? Where are we going after this life?  Those with a better understanding can contribute their references and sources. The teacher can offer scriptural references or suggest the members find them. Although there is a basic idea of this plan, there are variations, which give reasons to solve the problem through search and discovery. Students may want to sketch their findings and share them for discussion.

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Continuing with the hypothetical scenario:

The class is made up of an instructor and seven students. Instead of meeting in the traditional classroom, the instructor can contact the students that have been previously identified as ready for a seminar on temple preparedness. This is largely determined by the class member themselves, their desire to learn about the temple and become endowed ( a term used for making covenants.)

The learners are self-motivated with their own personal goals, which fulfills the andragogical assumptions. (Holyoke, 2009) An invitation has been extended to each participant through email, with the manual attached. Suggested reading lists before the first meeting are also included in this email. Each person is encouraged to read  and prepare for a discussion. Although this may sound more instructional, it will create a problem-solving learning situation, a necessary principle of adult learning. (Koohang, 2009)

The location is set for an evening, at the home of one of the members, where the atmosphere is relaxed and conducive to discussion and reflection. Class members arrive and gather in the living room comfortably appointed with leather sofas and a large coffee table. This arrangement aids in promoting discussion which will address the needs of the adult learner where the teacher will be viewed more as an equal.(Knowles, 2005)  The instructor has a number of slides and photos to share on a large screen. To aid in prompting discussion and at the same time supplying information for prompts, the teacher can share segments from several videos.




Human cognitive architecture supports the theory that guided instruction is important to develop from novice to expert. (Kirshner, 2006) This is especially true when there is much information that is not a primary source and can cause a student to take a much longer road to learning.

The teacher can pose questions to be researched and discovered by the members of the class. What is the history of temples? What were they used for?





8.25.2012

Adult learning v.s. traditional learning

Comfortable Seating, Learning Resource Centre,...
Comfortable Seating, Learning Resource Centre, Edge Hill University (Photo credit: jisc_infonet)
The adult learning environment has undergone changes with the introduction of Knowles concepts of learning. (Knowles, 2005)
This has led to instructors embracing constructivism in place of instructivism, with the idea that adults are best suited to this type of learning, constructing knowledge based on experience, becoming more action oriented than the passive student. Yet, the tenets of instructivism are not entirely expunged in adult learning. There may be a need for some instruction within the practice of constructivism. Minimal guidance can leave a student to construct on misinformation or delay acquiring the basic concepts that elevate a student to a more constructivist learning situation. (Kirschner, 2006) In an age where delivery of information is faster than previous generations, learning can be enhanced when time-saving details of finding solutions is provided by an instructor.
"The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance." (Kirschner, 2006)
This is especially true because the vast amount of knowledge is more than any one person can sort through. (Kirschner, 2006) This is why people become specialists in one area, why medical doctors focus on only one system of the body, and why leaving a student to discover everything needed for that specialty becomes daunting. There is a value to the one-on-one tutor, the apprentice-type learning, where a student can "see" how it is done, or be given the correct steps to solving a a new problem. Discouragement can become one reason adults leave a class or seminar. Instructors with years of knowledge and experimenting are in a place where they can quickly disseminate this information, so the student has the correct tools to construct on that knowledge. Although some students may be able construct, given enough time and curiosity, the constructing phase can be improved when the student sees how it is done.(Kirschner, 2006)  No one would expect an athlete to train without guidance, without seeing how a hurdler goes over the hurdles. Some instruction is constructive and provides motivation.  (Goose, 2012)

References

Goose, M. &. (2012). The Coach's Impact on Long Distnace Runners' Training and Competition
     Motivation. International Journal of Sports Science and Coaching , 7 (2). Retrieved from:
     http://multi-science.metapress.com/content/5036r0083887ng67/
Holyoke, L. &. (2009). Engaging the Adult Learner Generational Mix. Journal of Adult Education ,
     12-21. Retrieved from: Retrieved from EBSCOhost
Kirschner, P. (2006). Why minimal guidnace during instruction does not work: an analysis of the
     failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.
     Educational Psychologist , 41 (2), 75-86. Retrieved from: http://igitur-   
Knowles, M. H. (2005). The Adult Learner. San Diego, Ca: Elsevier.
Koohang, A. R. (2009). E-Learning and Constructivism: From Theory to Application.
     Interdisciplinary Journal of E-Learning and Learning Objects , 5. Retrieved from:
     http://www.ijello.org/Volume5/IJELLOv5p091-109Koohang655.pdf
Sumit, S. A. (2012). Executive Editors Theories and Practical Steps fore Delivering effective lectures.
     Journal of Community Medicine and Health Education , 2 (6).  Retrieved from:
     http://www.researchgate.net/publication/230635603_

8.14.2012

The Role of Faculty in Adult Learning




Teachers that love to learn are often the best instructors. They create an excitement in the process of guiding and relaying information. Through preparation of materials, research and discovery, the act of teaching is the act of learning.  This may be ascribed to the fact that the teacher must prepare and know his/her subject well, and in the sharing of that information he/she becomes more knowledgeable. This is the theory and idea behind the method of teaching that embraces the role of the instructor as a facilitator rather than the teacher dispensing information to passive receivers. The goal of the facilitative instructor is to engage students and stir them with a desire to search out information and share it with others; to become excited in the task at hand.  While lectures may have a place in learning, teachers need to set-up their classrooms, either on-line or on the ground to include methods which open new avenues of exploration and learning.
One method to move the learning more into the hands of the students involves small group activities. Although this may not work as well online, success has been achieved in traditional classroom settings.  Malcolm Knowles experimented with this technique and used “units of inquiry,” to stimulate interest from the students.  He set up the syllabus to identify the objectives of the course and the corresponding units of inquiry.  Students chose an area of interest to tackle. The teacher provided resources and then let the students dig-in and put together a group presentation of what they learned. The instructor managed the process of learning; the students learned how to lead. In the process, the instructor saw they had become more energized in their learning (Knowles, 2005).
Seminars are considered to be small group activities, where students learn to lead and take part actively in discussion, according to Bach, Haynes & Smith (Bach, 2007). These can be as large as 25 students and require a space or classroom for meeting. However, this may not facilitate learning and teachers may need to assist students in forming smaller groups.  Teachers need to facilitate a good learning experience for students by assigning reading before they meet, which will encourage group discussions (Bach, 2007). Seminars and small groups are not only confined to the traditional college campus. Instructors can relay information to the group, either through email or message boards. It is even possible to form groups in an online course, using synchronous video and text (Rabe-Hemp, 2009). Online conference platforms that are used in business for meetings are an option for higher education to encourage group discussion (Mujtaba, 2004).  Smaller groups are more likely to include everyone’s input, whereas the large groups of 25 may leave students hanging back and not participating. 
One of the disadvantages of group activities is the lack of availability to get everyone together.  When this happens, the few students that take the lead end up doing all the work and resenting those that did not join in. The students left out, have missed a learning opportunity. This is a drawback in traditional classrooms as well as online. However, students may be able to coordinate time in virtual space better than a brick and mortar space. Students meet using a cell phone or laptop.  This online discussion can happen “live” in sync with other students or can be asynchronous, accessing discussion boards and message boards where fellow students have left information to share (Bach, 2007).  Teachers may find advantages to the online asynchronous seminars. Students are less likely to sit back quietly and let another member of the group present ideas and do all the work. Bach reports that this type of seminar “promotes independent thinking.” (Bach, 2007).  But even then, the teacher must take an active part in the discussion and set a feeling of equality between educator and learner (Tyler, 2011). It can become an area of sharing thoughts and bringing previous knowledge to a forum where students feel comfortable contributing.  National University uses a program called Class Live Pro Chat rooms, where students and teachers are involved in a synchronous environment (Tyler, 2011).
Often students will benefit from the help of a tutor. On the ground classrooms require the same coordinating that is needed in setting up seminars or group activities. Instructors facilitate learning by providing access to outside help in a face-to-face setting. This is especially true in higher education where class sizes for freshman students can reach in the hundreds. Students can feel lost and give up when they do not understand. Instructors do not have the capability to reach every student. In an online environment, tutoring can be accessed at any time. Teachers can provide sources where students find help online. This is where experience in evaluating good sources is important in helping students learn to solve problems. The Internet has become a repository of good information and bad. Links to well-done videos that explain difficult concepts will save the student time. Even though learning to research is an important student skill, directing learners to the better sources will save their time and prevent discouragement or wrong information.  Bach recommends that teachers “organize the curriculum so that it reflects problem-based scenarios and is not driven by subject and discipline-based knowledge categories.” (Bach, 2007) Teachers provide the place to go. Students do not become discouraged, but instead begin to solve the problems.
One of the dreaded endpoints of any higher education course is the grade at the end of the term.  It may be argued that grades are the incentives to just getting the work done, memorizing and even cheating to get the end-goal of a good grade. This is aggravated by the fact that colleges are highly competitive, requiring prospective students to spend $1000 in test preparations just in order to get accepted. This spills over into the classroom, as grade point averages determine which students advance to more prestigious careers or higher education.  Teachers are aware of competent students who do not test well (Bach, 2007). Alternate ways of “testing” the grasp of knowledge have always included essays, papers, presentations, and attendance in traditional classroom settings. Though, some institutions of higher education have resorted to multiple-choice exams, administered at mid-term and final.  This may ease the grading for instructors and make their life easier for them, but the success and excitement of learning may be lost. Methods of grading in the virtual classroom are being developed and used by National University, where “students are currently assessed for their performance and subject matter mastery … from threaded discussions, Class Live Pro chat rooms, midterm and final examinations, and individual research papers or projects.” (Tyler, 2011). When teachers broaden the field of testing knowledge to include more than one medium, students that are weak in one area are still able to excel in others. The instructor then becomes more of a facilitator than dispenser of information, reaching students with various learning capabilities, and instilling the excitement of learning.
Many times teachers are bound to standards that are set by state and federal governments. This often puts restraints on testing methods and curriculum.  One university, Hillsdale College recently dropped its credential teacher program, concluding,  “that it would be wasteful to dedicate precious resources to an accreditation process that lacked both value and credibility.”  (Coupland, 2012). Instead, they chose to continue an education program to prepare students to become teachers in settings and schools that did not require accreditation.  They “recognized that teacher certification is not the same as teacher education … the professors in the Education Department embraced this new freedom and began to think about what teacher education could be without the ideological straightjacket (i.e., “standards”) from the state.” (Coupland, 2012).  With government very much in control of most of the schools, many universities will not embrace this. But the apparent need to refocus on what makes a good teacher an excellent facilitator of learning is worthy of change.  The private education system may begin to look better than the public system, if trained teachers with a vision for facilitating learning use their creativity to foster the excitement of finding new knowledge.
Probably the most important element of a good instructor is passion, which reaches into all areas of teaching;  “extraordinary teachers have great passion for their work; they know what to teach, how to teach, and how to improve.”(Mujtaba, 2004). Students may instinctively know  if a teacher is bored with his job and only there to collect a paycheck and secure a pension.  Enthusiasm for a subject is catching, and good instructors get their students excited to learn.  “Effective facilitators of learning use innovative strategies to achieve the stated outcomes and they tend to involve students in the learning process.”(Mujtaba, 2004).  There is not much an outside source can do if the teacher has stopped learning. The quest for knowledge should be at the very core of not only the student, but the instructor as well. “Mahatma Gandhi once said that you should ’Learn as if you will live forever, live as if you will die tomorrow.’" (Mujtaba, 2004).

 References
Bach, S. H. (2007). Online learning and teaching higher education. New York: Open University Press.
Coupland, D. (2012). A college reinvents teacher education. The John William Pope Center for Higher Education . Retrieved from  http://www.popecenter.org/commentaries/article.html?id=2718
Knowles, M. H. (2005). The adult learner: The definitive classic in adult education and human resource development. San Diego: Elsevier.
Mujtaba, B. (2004). Faculty training and development practices in distance education to achieve high performance. Journal of College Teaching & Learning , 1 (6).  Retrieved from http://www.journals.cluteonline.com/index.php/TLC/article/viewFile/1957/1936
Rabe-Hemp, C. W. (2009). A comparative analysis of student engagement, learning, and satisfaction in lecuture hall and online learning settings. (M. &. Simonson, Ed.) Quarterly Review of Distance Education , 10.  Retrieved from  http://books.google.com/books?hl=en&lr=&id=DP69B5oa0ZkC&oi=fnd&pg=PA207&dq=a+faculty+member+must+display+to+be+an+effective+teacher+of+adult+learners+for+both+on-ground+and+on-line+settings.+&ots=RwkdLEoWX1&sig=Mo_KChcopGKh7jimjWujpgOXlTY#v=onepage&q&f=false 
Tyler, C. E. (2011). Can multiple intelligences enhance learning for higher education on-line instruction? E-Leader.  Retrieved from  http://www.g-casa.com/conferences/vietnam/paper/Tyler.pdf


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