Andragogy and teaching techniques to enhance adult learners’ experience

Lewis, Nicole; Bryan, Venise

doi:10.5430/jnep.v11n11p31

Cited by 8 publications

(8 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Addressing adult learners’ desire for “why” they “need to know” information was a fifth theme that was widely represented in the data set, no matter the question type. Incorporating andragogical principles into training development and implementation is straightforward, requiring an awareness of adult learning principles and a process to ensure that “active learning” occurs during each educational event [ 26 ]. Study results demonstrate that learners respond positively to training designed with this theoretical framework in mind.…”

Section: Discussionmentioning

confidence: 99%

Andragogy in Practice: Applying a Theoretical Framework to Team Science Training in Biomedical Research

Knapke,

Hildreth,

Molano

et al. 2024

Br J Biomed Sci

View full text Add to dashboard Cite

This study is the first to apply the theoretical principles of Malcolm Knowles’ theory of andragogy to evaluate data collected from learners who participated in team science training workshops in a biomedical research setting. Briefly, andragogy includes six principles: the learner’s self-concept, the role of experience, readiness to learn, orientation to learning, the learner’s need to know, and intrinsic motivation. Using an embedded study design, the primary focus was on qualitative data, with quantitative data complementing the qualitative findings. The deductive analysis demonstrated that approximately 85% of the qualitative data could be connected to at least one andragogical principle. Participant responses to positive evaluation questions were largely related to two principles: readiness to learn and problem-based learning orientation. Participant responses to negative questions were largely connected to two different principles: the role of experience and self-direction. Inductive analysis found an additional theme: meeting biological needs. Quantitative survey results supported the qualitative findings. The study findings demonstrate that andragogy can serve as a valuable construct to integrate into the development of effective team science training for biomedical researchers.

show abstract

Section: Discussionmentioning

confidence: 99%

Andragogy in Practice: Applying a Theoretical Framework to Team Science Training in Biomedical Research

Knapke,

Hildreth,

Molano

et al. 2024

Br J Biomed Sci

View full text Add to dashboard Cite

show abstract

“…Comprehending the nature of what they teach supports their understanding of the teaching-learning process (Wanderi, 2015). According to Lewis and Bryan (2021), teachers benefit students and the curriculum to which they relate. Both schools and teachers must understand pupils' needs and utilize relevant subject materials.…”

Section: Teachers 'Attitude Towards Curriculummentioning

confidence: 99%

Relationship between Teachers’ Attitude towards Curriculum and Students’ Academic Achievement at Secondary School Level

Ullah,

Muhammad

2024

SSMR

View full text Add to dashboard Cite

This research paper investigates the relationship between teachers’ attitudes towards the curriculum and students’ academic achievement at the secondary school level. Utilizing a descriptive-correlation study design, the research employs quantitative methods to explore this relationship. The population for this study includes 148 secondary schools for boys, comprising 1,649 male teachers and 37,349 boy students. From this population, a sample of 600 male teachers was selected through a stratified random sampling technique. To measure teachers’ attitudes towards the curriculum, a 21-item Likert scale questionnaire was employed, with response options ranging from 1 to 5. Student academic achievement was evaluated using the average scores from the annual examination of Class IX, as provided by the Boards of Intermediate & Secondary Education Peshawar (BISEP). The analysis incorporated various statistical tools, including one-sample t-tests, Pearson correlation, and regression analysis, to test the study’s hypotheses. The results indicated that teachers' attitudes towards the curriculum positively contributed to students’ academic achievement. Additionally, the study found a reciprocal positive contribution between teachers’ attitudes towards the curriculum and students’ academic achievement. The overall conclusion is that the relationship between teachers’ attitudes towards the curriculum and students’ academic achievement is statistically significant.

show abstract

“…Because nursing is a soft-applied discipline in which knowledge is constructed versus a pure-hard discipline, in which knowledge is more linear, [11] an essential need exists for an active teaching-learning approach, through which critical inquiry and higher levels of cognition are fostered -skills students require for safe, competent and ethical nursing practice. [12] To develop courses of a higher quality, best teaching practices should be reflected in course design. The course-building process requires training, including an understanding of the relationship between technology, pedagogy and course content, [13] as content cannot simply be copied from a face-toface to an online course.…”

Section: Introductionmentioning

confidence: 99%

Nursing faculty perceptions of preparation and support for effective online teaching

Puksa

2022

JNEP

View full text Add to dashboard Cite

Background: The steady growth of online education has resulted in the need for more faculty. Faculty have an integral role in creating the structure, processes and environment for effective student learning and, thus, require preparation and support to effectively perform this new role. As nursing programs expand capacity with online course delivery, the author found limited research on faculty perceptions of preparedness for teaching online. The purpose of this study was to explore faculty perspectives of teaching nursing content online in prelicensure baccalaureate nursing programs. In this article, the focus is on one specific aspect of the study, that is, the data that sought a deeper understanding of how prepared nursing faculty perceived they were and supports they needed for effective online teaching.Methods: The exploratory-descriptive, mixed-methods study design was based on document analysis, an online survey completed by 32 faculty (53.3%) and interviews with 16 faculty in a representative sample of 13 Ontario Colleges.Results: Institutional and faculty supports related to all best teaching practices. More faculty received an orientation to technology compared to the pedagogy of teaching online and experienced some challenges with these supports.Conclusions: Much more time was required for online teaching for which faculty should be compensated in workload assignments. Findings suggest that both technological and pedagogical training be integrated to faculty development programs and faculty be engaged in these programs prior to teaching online.

show abstract

Andragogy and teaching techniques to enhance adult learners’ experience

Cited by 8 publications

References 34 publications

Andragogy in Practice: Applying a Theoretical Framework to Team Science Training in Biomedical Research

Andragogy in Practice: Applying a Theoretical Framework to Team Science Training in Biomedical Research

Relationship between Teachers’ Attitude towards Curriculum and Students’ Academic Achievement at Secondary School Level

Nursing faculty perceptions of preparation and support for effective online teaching

Contact Info

Product

Resources

About