Applying Andragogy to Backward Design to Support Adult Learners

2021 ◽  
pp. 210-227
Author(s):  
Melissa L. McCartney ◽  
Mary A. Tkatchov
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Course Design ◽  
Adult Learning Theory ◽  
Design Model ◽  
Backward Design ◽  
New Concepts ◽  
Essential Questions

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

Putting Paint to Canvas

2021 ◽  
pp. 1156-1176
Author(s):  
Clavon Byrd ◽  
Sean T. Lansing
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Summative Assessment ◽  
Learning Objectives ◽  
Descriptive Feedback

The purpose of this chapter is to inform the readers about how to artfully design seamless instruction for adult learners. The authors approached this concept by drawing a connection between the processes of making beautiful art and designing instruction geared toward adult learners. The authors identified several aspects of adult learning theory applied to the following instructional strategies: clear learning objectives, differentiated instruction, formative and summative assessment, and use of descriptive feedback. The authors provided several examples of these instructional strategies intended to support adult learners.

Application of Adult Learning Theory in Distance Learning

2011 ◽  
pp. 1106-1127
Author(s):  
Mary Rose Grant
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Virtual Learning ◽  
Learning Preferences ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Constructive Feedback

Adult learning theory suggests that adults need to perceive the relevance and purpose of learning in order to learn most effectively. Grounded in the notion that adults frame their own learning objectives, are self-directed and active participants in their learning, require constructive feedback and want opportunities to practice new skills, online and virtual learning environments are well suited for adult learners and are directly based on adult learning principles. Virtual environments provide opportunities for adults to construct learning based on what they already know and apply what they are learning in the instructional setting. An online instructor is an adult learning expert. Using adult and constructivist learning theories and current knowledge about web-based andragogy, this chapter will focus on the characteristics and learning preferences of adult-learners in virtual learning environments and recommend instructional design and teaching strategies to encourage behaviors that influence student engagement, retention and learning.

Application of Adult Learning Theory in Distance Learning

2010 ◽  
pp. 14-35
Author(s):  
Mary Rose Grant
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Virtual Learning ◽  
Learning Preferences ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Constructive Feedback

Adult learning theory suggests that adults need to perceive the relevance and purpose of learning in order to learn most effectively. Grounded in the notion that adults frame their own learning objectives, are self-directed and active participants in their learning, require constructive feedback and want opportunities to practice new skills, online and virtual learning environments are well suited for adult learners and are directly based on adult learning principles. Virtual environments provide opportunities for adults to construct learning based on what they already know and apply what they are learning in the instructional setting. An online instructor is an adult learning expert. Using adult and constructivist learning theories and current knowledge about web-based andragogy, this chapter will focus on the characteristics and learning preferences of adult-learners in virtual learning environments and recommend instructional design and teaching strategies to encourage behaviors that influence student engagement, retention and learning.

The Development of a Model for the Design of Motivational Adult Instruction in Higher Education

1993 ◽  
Vol 22 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Roy M. Bohlin ◽  
William D. Milheim ◽  
Karen J. Viechnicki
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Instructional Designers ◽  
Assessment Instruments ◽  
Adult Instruction ◽  
Prescriptive Model ◽  
Motivational Needs ◽  
Motivation Model

This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

Putting Paint to Canvas

2018 ◽  
pp. 56-83
Author(s):  
Clavon Byrd ◽  
Sean T. Lansing
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Summative Assessment ◽  
Learning Objectives ◽  
Descriptive Feedback

The purpose of this chapter is to inform the readers about how to artfully design seamless instruction for adult learners. The authors approached this concept by drawing a connection between the processes of making beautiful art and designing instruction geared toward adult learners. The authors identified several aspects of adult learning theory applied to the following instructional strategies: clear learning objectives, differentiated instruction, formative and summative assessment, and use of descriptive feedback. The authors provided several examples of these instructional strategies intended to support adult learners.

The Application of Social and Adult Learning Theory to Training in Community Pediatrics, Social Justice, and Child Advocacy

PEDIATRICS ◽  
2003 ◽  
Vol 112 (Supplement_3) ◽  
pp. 755-757 ◽  
Author(s):  
Thomas G. DeWitt
Keyword(s):  
Medical Education ◽  
Social Justice ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Child Advocacy ◽  
Professional Needs ◽  
Educational Processes ◽  
New Infrastructure

The Issue. Perhaps the greatest challenge we face today in medical education is how to establish a conceptual framework for conveying the context of community pediatrics and issues related to child health equity and social justice to practicing pediatricians and pediatricians in training. This will require a new infrastructure and approach to training to allow pediatricians to think and practice differently. The application of social and adult learning theory to the development and implementation of community pediatrics curricula will be necessary to succeed in these endeavors. In particular, we also will need to understand the educational processes required to motivate adult learners to acquire knowledge, attitudes, and skills outside the context and framework of their previous experiences and perceived professional needs.

scholarly journals Learners’ perspectives on Stop the Bleed: a course to improve survival during mass casualty events

2019 ◽  
Vol 4 (1) ◽  
pp. e000331 ◽  
Author(s):  
Karen L Zhao ◽  
Madeline Herrenkohl ◽  
Maria Paulsen ◽  
Eileen M Bulger ◽  
Monica S Vavilala ◽  
...  
Keyword(s):  
Adult Learning ◽  
Learning Theory ◽  
Course Design ◽  
Adult Learning Theory ◽  
Mass Casualty ◽  
Free Text ◽  
Bleeding Control ◽  
Level Of Evidence ◽  
Code Structure ◽  
Mass Casualty Events

BackgroundIn response to increasing mass casualty events nationwide, the American College of Surgeons Committee on Trauma developed a bleeding control course (Stop the Bleed) to teach hemorrhage control techniques to laypeople. There is a high level of public interest in learning about injury mitigation, but no study evaluating learners’ perspectives after bleeding control training. We sought to evaluate the didactic value of the bleeding control course by analyzing learners’ feedback within the framework of adult learning theory.Study designWe analyzed a total of 720 open-ended surveys from 20 regional bleeding control courses taught by a level I trauma center team during a 9-month period. Major themes expressed by learners were organized into a categorical code structure. Keywords identified from free text responses were used to code comments into subthemes. These themes were organized into categories within the framework of adult learning theory.ResultsThe two primary themes identified from learners’ feedback were empowerment and practicality. Respondents reported an overwhelmingly positive experience; 97% of participants would recommend the course to others. The course design (lecture, didactics and hands-on activities) was cited as a positive element of the course. Participants felt empowered and prepared to act and help others during mass emergency events. Actionable items for future course improvement were identified.ConclusionThemes from learners’ feedback fit within the framework of adult learning theory. These findings highlight the bleeding control course as an empowering experience and a practical and engaging approach to teaching hemorrhage mitigation to the public.Level of evidenceLevel V, qualitative analysis.

GED Teaching and Adult Learning Theory

1994 ◽  
Vol 6 (2) ◽  
pp. 13-14
Author(s):  
Kathleen Loughlin
Keyword(s):  
Adult Learning ◽  
Learning Theory ◽  
Adult Learning Theory
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