Enhancing the Performance of Andragogic Education

Синельникова, В Н; Ivchenko, T. G.; Pistunova, Tetana; Regesha, Nataliya; Skazhenyk, Marharyta

doi:10.5430/jct.v11n1p245

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…The instructional guide presented in the current study is intended for adult pre-service EFL teachers in China. Chen (2011) and Sinelnikova et al (2022) stated that adults are problem-oriented rather than subject-oriented. This view is based on the Andragogy Theory of Adult Learning, which enables researchers to examine adult learners' training needs (Chen, 2011).…”

Section: Andragogy Theory Of Adult Learning and Needs Assessmentsmentioning

confidence: 99%

Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics

Chen,

Yin,

Raja Nor Safinas

et al. 2024

JCT

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In China, the absence of a phonics instructional guide hinders pre-service EFL teachers’ preparation for phonics instruction. To bridge the gap, the purpose of this article is to lay the theoretical groundwork for developing a phonics instructional guide for Chinese pre-service EFL teachers and then to produce a research methodology for this instructional guide. The Bottom-up Theory of Reading Process; the S-R Theory with Reinforcement, particularly Instrumental Conditioning; and the Trial-and-Error Theory of Learning all have pedagogical implications for implementing explicit and systematic phonics instruction for EFL beginners in China. Additionally, in conjunction with the Andragogy Theory of Adult Learning, these theories provide a theoretical foundation for instructional design. Following the ADDIE sequential framework, a multi-phase mixed methods experimental design was used to collect data from 254 representative samples chosen through a stratified random sampling technique. The findings indicate that within the theoretical framework and with the incorporation of specific design frameworks into the ADDIE sequential framework, the instructional guide was successful, although some refinement is still needed. Furthermore, the findings suggest that additional research could be conducted on advanced evaluation levels.

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Section: Andragogy Theory Of Adult Learning and Needs Assessmentsmentioning

confidence: 99%

Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics

Chen,

Yin,

Raja Nor Safinas

et al. 2024

JCT

View full text Add to dashboard Cite

show abstract

“…Such learning conditions have ignored the principles of adult learning. Andragogy moderates the educational process, referring learning to the stated individual goals of each student (Sinelnikova et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Adult Education Principles in Dressmaking Training in Non-Formal Education Units

Setiawati

Shofwan²

2023

joe

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Abstract The purpose of this study is to discover: (1) the implementation of self-concept in fashion training; (2) the implementation of learning experiences in fashion training; (3) the implementation of learning readiness in fashion training; and (4) the implementation of adult learning orientation in clothing design training. This study is a descriptive qualitative study that collected data by monitoring the execution of Clothing Design training activities, conducting interviews regarding learning activities with a number of LCS heads, two instructors, and five training students. Modules, lesson plans, and training implementation reports are all necessary documents. The validity of the data is determined through source triangulation (interviews, documents, and observations), and data analysis techniques are used to acquire data, reduce data, present data, and make conclusions. This study's findings include: (1) Self-concept implementation: trainees are not directly involved in the learning planning process, but they do participate in agreements during the learning process and at the evaluation stage. (2) Learning experience implementation: project-based learning is applied in the Ungaran SKB. (3) Learning readiness implementation: adult learning at SKB Ungaran is relevant to trainees' vocations and lives. (4) Learning orientation implementation: trainees receive adequate encouragement from the teacher when they encounter difficulties in learning. This study concluded that adult learning implementation must apply adult principles by incorporating students in learning, designing learning that emphasizes experimental principles, adapting learning that can be directly applied, and having a learning orientation. The benefit of this research is knowing how to apply learning in accordance with adult learning principles.

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Examining the Relationship Between Learning Design and Organizational Citizenship Behavior

Bockelman

2024

Enhancing Employee Motivation Through Training and Development

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This chapter will explore how training and development programs contribute to increased motivation to engage in prosocial organizational behaviors or organizational citizenship behaviors (OCBs). OCB refers to behaviors outside of an employee's core role that he or she performs for the benefit of an organization or other organizational members. While organizations have a considerable interest in increasing the motivation of employees to exhibit OCB, OCB may not be recognized by an organization's performance measurement system. Research has attempted to define predictors of OCB, such as personality traits, employee attitudes, and leadership behaviors. Potential motivations behind OCB will be explored, as well as adult learning theories that are most likely to promote OCB. In addition, this chapter will provide recommendations for the design of training and development with the goal of encouraging OCB and reducing counterproductive work behaviors (CWB).

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Enhancing the Performance of Andragogic Education

Cited by 3 publications

References 12 publications

Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics

Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics

Implementation of Adult Education Principles in Dressmaking Training in Non-Formal Education Units

Examining the Relationship Between Learning Design and Organizational Citizenship Behavior

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