Andragogy in Online Learning | Origin: EL140
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.
The 4 R's are a helpful reminder of the steps involved with learning, and to always find angles and approaches where the learning can be applied to a student's and/or teacher's immediate reality is an excellent reminder to ask (and answer) "WHY doe what we are learning matter, and for WHOM?"
Also, the opening of dialogue and sharing amongst the cohort has generated the most positive reactions, a democratization of the learning process which helps the students to feel empowered and also flips the classroom by allowing them to participate in the teaching process.
I have learned how important it is to encourage adult learners to be accountable for their own learning through research and class discussions and interactions.
In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader
It is important to explain why and how learning the information will benefit the student and how they can apply it in their career. Building trust in the relationships of student to student and student to instructor may help the adult learner to feel comfortable in responding and asking questions in the learning environment.
This was a super informative module. I was basically able to work through the "final-authority anxiety" by realizing that students are excited to share something I didn't know how to do because it means they're excelling in the program and field. I'm going to be up front about not knowing everything, and I hope it'll help students feel more comfortable coming to me with questions that we can figure out together!
The student is responsible for their learning, but we are working with a Master's degree student, who was a undergraduate student last quarter. Workshops on adaptation to Graduate Studies must be given.
The 4 priniciples of andragogy helped to expand my view of the adult learner. I can fully see how lifer experience contributes to learning and processing of knowledge.
I learned about the 4 R's
- respectful relationships
- responsive facilitation
- reality-based
- reflection
I found Responsive facilitation very interesting. We as instructors try to responsive to our adult learners. Instead of being an authority as instructors, we must facilitate them by helping them and guiding them. We need to find ways to guide our adult learners into learning situations that will give us an end result of both an intellectual and behavioral change
This class showed me that a lot of the teniques I use in the online classroom are beneficial to the student. Continuing to add and adjust my lesson plans to help the adult learner can make a positive impact in the student's learning experience.
This course reminds me there is more to the adult learning process than simply memorizing facts. If they can't see how all the facts come together to formulate a plan for their patients then we are not giving them the tools they need to be successful.
I have to relearn the Adult Learning theory by M. Knowles. The 4 R's by Brown such as Respectful, Responsive, Reality-based learning and Reflection.
Previous knowledge is not only important but an asset in online learning for adults. Tapping into their knowledge, then creating experiences where they get to lead future learning can be powerful.
I have learned about Knowles Theory of Adult learning by providing the four principles of Androgogy followed by the 4 Rs; 1) Respectful relationships; 2) Responsive facilitation; 3) Reality-based learning; 4) Reflection. Helping students to become self directed learners and creating an open discussion free of judgment is necessary to produce indepedent thinkers with a valuable skillset.
In this module, I have learned that reality-based learning poses a challenge in that the experiences of learners in a given class will not be the same. Similarly, the goals and aspirations of learners will also differ. This results in the difficult task of connecting with learners and utilizing the concepts of reality-based learning.
I learned the style opportunities to teaching in the classroom
I loved learning about pedagogy. I did not realize it differed from teaching kids, which means more real-world information a person can relate to makes for effective learning.
I learned that importance of creating the interaction between students and instructor. This will facilitate the responses by students. Providing students with feedbacks, practice good listening to make them feel they are heard so the instructor is not the final authority, and their voice counts.
Reply to Julie Lidberg's post:
Thank you for stating that Julie . I encourage my learners to read the chapter first. Then I tell go to the objective and look for the answers
in their readings.
Cozetta Carter
I humbly have learned that a lot of how I've practiced over many years has been done by others, and well-articulated by the instructor here. As I believe what happens a lot with good teaching/learning dynamics is not so much teacher teaches what students don't know, but teacher helps the student recognize, own, and deepen (learn) what they already kinda know or even have been practicing in a more conceptually clear manner. The conceptualizations resonate with how I try to teach and what I believe in.
