This article focuses upon recent research on educational orientation as measured on an andragogical-pedagogical scale, especially since some of the findings are not completely consistent with andragogical theory and/or beliefs. (CT)

This article brings Eduard Lindeman's contributions to adult education and andragogy into clearer focus and, in the process, delineates the specific contributions of Malcolm Knowles. Discusses introduction of the term "andragogy" to the United States, similarities in the theories of Lindeman and Knowles, and the unique contributions of…

Results of this study indicate that beliefs and attitudes about adult education differ significantly for andragogically and pedagogically oriented adult educators. A significant correlation exists between interpersonal behaviors and the orientations of andragogical adult educators. (Author/SK)

A discussion of the concept of andragogy argues that closer examination of it could contribute to research and development of learning design in distance education and to the convergence of classroom and distance instruction. Original meanings are explored and related to learner centeredness. Related issues and design/facilitation guidelines are…

Karmos and Greathouse refute myths about adult learners and call for empowering education based on the principles that adults (1) can learn a lot, (2) demand solid content, (3) want to learn something new, and (4) guard their self-esteem. Ludwig describes one-day seminars offered at Gwinnett Technical Institute that are used to recruit reentry…

The Student's Orientation Questionnaire was completed by three groups of adults (n=384, 292, 109). Rather than a continuum, the relationship between andragogy and pedagogy was orthogonal. Learners could be categorized in four stages depending on whether andragogical and pedagogical orientation was low or high. (SK)

The pedagogical model views trainees as passive recipients; andragogy assumes learner self-direction. A contingency approach to adult learning recognizes a need for individualized approaches based on an assessment of trainee characteristics. (SK)

Introductory philosophy courses were taught either with andragogical methods (student involvement in planning, learning contracts) to 19 students or traditional techniques (lecture, instructor control of content) to 21. The groups had no significant differences in attitude or achievement. (SK)

Problem-based learning has significant limits that warrant concern about its use in nursing education: it moves away from emancipatory goals of education, it implicitly supports the medical model, and it lacks the diversity required of a postmodern curriculum supporting different learning styles. (SK)

Interviews with older museum visitors and observation of a younger comparison group revealed four adult learning behaviors: social, theoretical, inquiry, and intuitive. The array of learning styles suggests a need for variety in the educational formats used in museums. (SK)

A Difficulty Index was used to calculate the degree of difficulty in applying Knowles' adult education principles relative to material structure, student maturity, objectives, class size, and schedule to an accounting course. The course involved a significant amount of student self-assessment. (SK)

Proposes a model of adult development as the foundation for instruction and training of adults with learning disabilities. Presents the interrelationships and application of Malcolm Knowles' model to adults with learning disabilities along with specific examples applicable to special and vocational educators. (Contains 43 references.) (JOW)

Discusses the need for training to be learner-centered and meaningful to the adult learner and explains that andragogy requires learning to be experiential with immediate application, consequence, and participation. Emphasizes knowing the learning and working styles of participants, discuses training efficiency, and suggests that online training…

Each January, a meeting of the National School Reform Faculty (NSRF) enables educators to hone skills and deepen conversations they have experienced in coaches' seminars sponsored by NSRF Critical Friends Groups (CFGs). In this article, the author details that they use highly structured protocols to examine examples of their students' work and…

Learning is an important aspect of active ageing, yet older people are not often included in discussions of the issue. Older people vary in their need, desire, and ability to learn, and this is evident in the context of technology. The focus of the data analysis for this paper was on determining the place of learning and technology in active…