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Full-Text Articles in Education
Andragogy: A Theory In Practice In Higher Education, Abeni El-Amin Ph.D.
Andragogy: A Theory In Practice In Higher Education, Abeni El-Amin Ph.D.
Management Faculty Publications
Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style …
Adult Learning Styles And Technology-Driven Learning For Online Students, Emad Rahim, Aikyna Finch
Adult Learning Styles And Technology-Driven Learning For Online Students, Emad Rahim, Aikyna Finch
Academic Leadership: The Online Journal
The growing crisis in the U.S. has caused many traditional colleges and universities to consider new ways to ensure economic competitiveness and continued financial growth without increasing the size and overhead of their campus.. Universities like Upper Iowa, University Bates College in Maine, and Ball State University in Indiana have begun to offer three-year undergraduate degrees and provide online courses to save students both time and money (Pope, 2009). Several colleges in Colorado are considering the option of moving from a traditional undergraduate classroom format to adding online courses as a means to raise revenue and increase student enrollment. Because …
Teachers, Never Stop Learning Journal Article For Academic Leadership, Luanne Schnase
Teachers, Never Stop Learning Journal Article For Academic Leadership, Luanne Schnase
Academic Leadership: The Online Journal
Teachers, facilitators, and instructors must understand their students in order to affect learning. Understanding who learners are and how they develop cognitively, emotionally, and intellectually will help instructors create learning opportunities which will enhance student knowledge. The same is true when it is the teacher who becomes the student. Whether the readers of this article are teachers, administrators, or professional development providers, adults must understand how adults learn, and teachers should allow themselves the opportunity to remember what it is like to be a learner (Brookfield, 1995).