From Andragogy to Collaborative Critical Pedagogy

Schapiro, Steven A.

doi:10.1177/1541344603001002008

Cited by 18 publications

(2 citation statements)

References 18 publications

(21 reference statements)

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“…Andragogyissynonymouswithadultinstructionandistheartandscientificdisciplineofadult learning (Knowlesetal.,2014;Ozuah,2016).Technologyinadultlearninghasopenedupnewer andleaneravenuesforlearningopportunities (CorreiaandMesquita,2007;King,2008).Andragogy todayisexpectedtobringaboutabalancedmixoftechnology,addressingdiverselearners 'needs, andheterogeneousbackgroundsofparticipants(ZhangandBonk.2008). Schapiro(2003)expanded thescopeofandragogytocollaborativecriticalpedagogywhichblendedthestrengthsofandragogy andmentoringtoenablepersonalempowermentandtransformationofstudents.Studentsarekeen to learn courses integrated with technologies which are industry-ready, collaborative and multiskilled (Baporikar,2017).ThemotiveofthisworkistovalidatetheMultipleIntelligencestheoryin acoursecurriculumoftheMBA.AnidealMBAcurriculumshouldembedcollaboration,integration forenablingstudentstodevelopdecision-makingskillstowhichtechnologywillactasacatalyst (Tomei,2005).…”

Section: Literature Reviewmentioning

confidence: 99%

An Exploratory Study on the Application of Multiple Intelligences to MBA Andragogy with Particular Reference to ERP-Controlling Configuration Course

Gaikwad

Bharathi

2018

International Journal of Information and Communication Technology Education

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The purpose of this study is to elicit the application of Multiple Intelligences (MI) theory to a course taught in the MBA Andragogy. Administered to a sample of 47 students of the first year MBA Information Technology Business Management (ITBM) program at a private university in India the study brought out certain interesting implications. Foremost, the written report, prescribed a clear route map for the preparation and planning of the MI activities to become the SAP ERP-Controlling Configuration course in the MBA (ITBM) program. Second, the administration of the MI Andragogy to the target sample by applying three well-defined tools. Foremost, the MI profile of the students, second, the most preferred MI activity of the student and third, the observation schedule with the instructor. The statistically significant pre and post test scores validated the strength of the work. The third implication is the triangulation of the three tools to ensure the credibility and validity of the results. It was found that a little over 50 percent of the sample resulted in complete corroboration and the balance partially corroborated. Overall the research extends and enhances the scope and application of MI theory to MBA Andragogy and serves every bit a broad citation to the MBA teaching ecosystem.

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Section: Literature Reviewmentioning

confidence: 99%

An Exploratory Study on the Application of Multiple Intelligences to MBA Andragogy with Particular Reference to ERP-Controlling Configuration Course

Gaikwad

Bharathi

2018

International Journal of Information and Communication Technology Education

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“…8-9). Schapiro (2003) contended that andragogy failed to recognize the role of social injustices in the nature and process of adult learning. Therefore, some critics believed andragogy lacks application to marginalized populations (Baumgartner et al, 2003).…”

Section: Critics Of Adult Learning Theorymentioning

confidence: 99%

How adjunct faculty understand and apply learner-centered pedagogy

Reynolds¹

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This study examined how adjunct faculty understand and apply learner-centered pedagogy and the institutional factors that impact their capacity to learn and apply learner-centered teaching. Adult Learning Theory provided the theoretical framework for the study. Semi-structured interviews were conducted with seven adjuncts from the College of Arts and Sciences at a private, four-year university in New England. The transcripts were analyzed using interpretive phenomenological analysis (IPA) and four major findings emerged from the analytic process: (a) the participants demonstrated a limited understanding of the principles of learner-centered pedagogy; (b) the participants demonstrated a limited use of learner-centered instructional practices; (c) institutional factors impacted their capacity to learn and apply learner-centered teaching; and (d) the participants were characterized by adjunct types that reflected the unique needs and interests of each cohort relative to teaching and learning. These findings were examined within the context of the framework of Adult Learning Theory and situated within the extant literature. They suggest opportunities for enhancing adjuncts' understanding and application of learner-centered pedagogy to enhance their teaching effectiveness and to improve student learning outcomes.

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PhD and EdD degrees for mid‐career professionals: Fielding Graduate University

Kuipers

2011

New Dir Adult Contin Educ

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From Andragogy to Collaborative Critical Pedagogy

Cited by 18 publications

References 18 publications

An Exploratory Study on the Application of Multiple Intelligences to MBA Andragogy with Particular Reference to ERP-Controlling Configuration Course

An Exploratory Study on the Application of Multiple Intelligences to MBA Andragogy with Particular Reference to ERP-Controlling Configuration Course

How adjunct faculty understand and apply learner-centered pedagogy

PhD and EdD degrees for mid‐career professionals: Fielding Graduate University

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