Get Your Students Hired
This is a general discussion forum for the following learning topic:
Andragogy in Online Learning
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I loved the mnemonic, the 4Rs - respectful relationships, responsive facilitation, reality-based learning, and reflection. All will help build a mutual, trusting relationship and enhance the learning experience and process for the students and faculty facilitator.
Comment on Magen Goforth's post: I like that you point out how important rapport with our students can be. Without mutual respect and trust, learning is stifled.
I think one of the most powerful takeaways is the emphasis on responsive facilitation. When we provide descriptive feedback in democratic learning environments, students are empowered and build confidence. Shifting the center of the classroom from instructor to student-lead takes a great deal of effort and training. Instead of focusing on who is leading, I intend to further make my classrooms collaborative, shared learning environments with skill acquisition that is immediately applicable in adults' lives.
Andragogy emphasizes ensuring that adult learners are actively involved and that the learning is connected to real-life situations. I’ve learned that building respectful relationships and using responsive facilitation is key, where I guide learners without controlling everything.
This course helped me to understand the application of respectful relationships, the appreciation of reality-based learning, being as receptive as possible and generating reflection on action. The four R’s of Andragogy will enable me to optimize my teaching skills with my students.
I learned that adult learners are not children. Pedegogy is very different from Andragogy. I also realize that the CANVAS "modules" we are given as instructors, back us into a corner of requirering learners to memorize and regurgitate. There is not time in the course to experieince true reality based learning. We can try and have small group discussions but the modules given to us do not allow for our own experieinces to be incorporated into learning, let alone the student's experieinces. As instructors, if we cannot have some input or allowed to make changes (depending on the cohort registered for the class) to an on-line course then we are failing as educators to truly educate the learners in the ways that Malcolm Knowles has posited.
This course has reminded me of how I am able to diversify and personalize learning materials to reflect the lives and areas of expertise of adult learners. Knowing how best to critically engage with non-traditional students is important for them to feel empowered in their own learning process.
I learned the importance of incorporating the 4 Rs. I'm very focused moving forward on "dialogue learning"
I learned about Malcolm Knowles 4 principles of andragogy and the differences between the needs of adult learners and non-adult learners. Being aware of these 4 principles can help me make modifications to my lessons and teaching.
A lot of this felt like common sense, but it was really useful to see it spelled out. I will absolutely be posting Knowles' principles in my office so I can remember them as I'm designing content, preparing to teach, and assessing and providing feedback to students.
I have learned that adults have different needs and that we need to address them effectively. Also, giving appropriate feedback is key so learners don't feel judged.
This is very helpful. Reflecting on my old ways made me realize I can do less to make more impact.
I have learned that adult learners like autonomy, incorporation of their life experience in their learning, and immediate application of what they have learned. I will incorporate more strategies for immediate engagement with the class materials in real life.
I have learned that adult learners are better able to retain and appreciate learning when real-life examples are used.
The course aims to enhance online learning beyond factual retention and assessment. It emphasizes adopting Malcolm Knowles' Theory of Adult Learning, highlighting principles like self-directed learning, leveraging accumulated experience, readiness tied to social roles, and immediate application focus. This approach encourages instructors to develop a philosophical foundation for adult education in online settings. It promotes interactive learning activities, respectful relationships, responsive facilitation, and reflective practices to foster deep understanding and application of knowledge. Instructors can apply Knowles' principles by designing activities that promote self-directed learning, integrating learners' experiences, aligning content with learners' social roles, and emphasizing immediate applicability.
I have realized that adult learners need to have the freedom to see the application of information being shared and taught. Generally, if allowed, students can bring a lot of good opportunities of discussion as long as the instructor guides the conversation.
I learned about many of the specific attributes of adult learners that might differ from younger students.
Getting students to be responsible for their own learning objectives can be a challenge, especially in an accelerated term such as ours. On discussion boards, this can be particularly challenging.
To facilitate that goal, I ask bolded open ended questions on the board, but not to every student, because I try to mix up my response types to keep their interest. That said, many times students don't circle back around to answering the questions. I could be more diligent about following up with them one on one when they fail to do this. The expectation is set from Day One, however, that this is part of the etiquette of discussion boards. After all, you wouldn't just ignore me face to face if I asked you a direct question, would you? Probably not.