twenty-first century andragogy : empowering adult learners in online writing courses

Twenty-First Century Andragogy: Empowering Adult Learners in Online Writing Courses

Alyson IndrunasFeb. 26, 2013NW eLearning Webinar

My Background

Composition TeacherOnline InstructorTuition Waiver Graduate StudentTitle III Faculty eLearning Mentor

AbstractBy reviewing the principles of

Andragogy in the context of teaching college writing to first-year college students, the author will examine that although the research of andragogy began in brick and mortar schools, and we can now adapt these theories to modern course formats, such as hybrid and online, to empower and motivate adult learners who may be reluctant to try eLearning.

AbstractIn 1980, Malcolm Knowles

introduced the theory of Andragogy, highlighting that “an adult accumulates a growing reservoir of experience, which is a rich resource for learning.” Thirty years later, online writing teachers can use andragogical principles to motivate and empower adult learners in an online writing class.

Goals for Today’s SessionDefine/Review AndragogyShow andragogical principlesDemonstrate examples of

Andragogy in an OL classExplain assignment successes

and failures for OL CollaborationSummarize the application of

andragogy in course planning and development

Continuing and College EducationEngage with

relevant coursework that provides both the theoretical understanding and practical skills appreciated by employers in a variety of adult learning settings such as:

community collegesuniversitiespublic safety

guidelineshealthcare

organizationscorporationsnonprofitscommunity human

service settings

WWU—Continuing and College Education

http://www.wce.wwu.edu/Depts/CCE/

Defining AndragogyKnowles (1977) defined four

assumptions:1. Adults have a self-concept of a self-

directing personality.2. Adults bring a wealth of experience to

the learning process.3. Adults come to the learning process

ready to learn.4. Adults are oriented toward immediate

application of learned knowledge.

Wait, there’s more!Knowles (1984, 1989) later added

two additional assumptions

5. Adults need to know the reason for learning something.

6. Adults are driven by intrinsic motivation to learn.

Adult Learners In Knowles’ (1980) theory of

andragogy,“an adult accumulates a growingreservoir of experience, which is a rich resource for learning” (p.43).

Mezirow and Harasim Learning Theory and Online

Technologies, Linda Harasim utilizes Mezirow's contribution to adult education

in the online learning context (2011).

Harasim (2011)Learning Theory and Online

Technologies

Learning should be interactive to promote higher-level learning.

Learning should be an active process.

So how do we apply this to the OL setting?

Learners should:

construct their own knowledge.be encouraged to facilitate their

learning.be given control of the learning

process.be given time and the

opportunity to reflect.

Merriam, Caffarella, Leahy

Billions of dollars are spent on training, and employees only remember 10% of the information.

What’s my 10%?

Conclusion? Andragogy is a guideline for good teaching!

What’s a Comp teacher to do?My case study about OL students

reluctant to take Hybrid and/OL courses.

Three main characteristics.

What I learned and how it changed what I do.

An Andragogical Framework In A Writing Class

Promotes OL Collaboration

Fosters Critical Thinking

Increases student retention

Two or Three Things I Know For SurePhoto Narrative Assignmentgives students choice (buy-in)relates to their experience

(makes them a stakeholder)connects what we are doing in the course to their lives (gets students involved)

Choice in CollaborationGiving students a choice in group

projects. It works (better).

Embodies connectivist principles

Students take control

Self-directed learners thrive

http://www.flickr.com/photos/seattlemunicipalarchives/2680257100/

Respecting Students’ TimeGive the students more flexibility in the

learning process.

Poll students about their work habitsAsk students for input about

assignmentsSet up rigorous expectations, but be

willing to be flexibleAccept that their ideas may be better

than yours!

What I Know For SureAll of this can bomb. Any time. Every class. I

don’t have the answers.

I can stay sane by trying to learn from my mistakes.

If I am honest with the students that I am trying something new, then they are more likely to give me good feedback for the next time.

Not all of my students are “adults.”

Motivation Wlodkowski (2008) in “What

Motivates Adults to Learn,” discusses how the adult brain is “developed and capable of judging, planning and making decisions about their experiences in a manner that is more integrated, stable, reflective, and future oriented (p.99).

Thoughtful Learning PlansStudent Motivation:“…the greatest facilitator to

influence learning transfer was the teacher motivation and presence” (Thomas & Bell, 2007)

Thomas, Earl. “Thoughtful Planning Fosters Learning Transfer” (2007)

OutcomesObjectivesStrategiesPerceived BarriersRequired SupportFollow-up PlansCriteria for Success

Conclusion and Thank You! "We are all apprentices in a craft

where no one ever becomes a master."

~Ernest HemingwayWith this quote in mind, please check out my wiki for

contact information and how to connect with me online.

http://evcc-olprofessionaldevelopment.wikispaces.com/home