Andragogy for Adult Learners in Higher Education
No Thumbnail Available
Authors
Margaret A Thompson
Michael H. Deis
Issue Date
Type
Journal Article, Academic Journal
Language
Keywords
Alternative Title
Abstract
There is much information available to the public through published course curricula, syllabi, and online course descriptions at university websites from which we could speculate what is taught to undergraduate business students in the United States. What we do not have as much information about is how the courses are taught. What teaching methodologies are used? And, to what levels do instructors of business classes understand and practice andragogical principles? As competition for adult students in higher education becomes more intense, not only what we teach, but how we teach it becomes more important.
This paper will review and summarize the literature that suggests a significant theoretical difference between andragogy and pedagogy. The premise is that the assumptions behind pedagogy, which in the original Greek means 'child conductor,' do not always fit the needs of the adult learner. Andragogy, derived from the Greek word for 'adult or man,' provides a better model for the growing number of nontraditional students enrolled in many universities.
This paper will present a theoretical foundation for curriculum development based on andragogical principles. The paper will also present a model with an example of innovative learning which meets the demands of these student populations. Finally, the authors make suggestions for how to plan a course based on the principles of andragogy.