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Pedagogy - Andragogy
Comparison of the core features of pedagogy vs andragogy
| Question | Answer |
|---|---|
| Pedagogy: Life/Study Demands on Learner | Learners can devote more time to the demands of learning because responsibilities are minimal. |
| Pedagogy: Relationship of Learner to Instructor | Learners rely on instructors to direct the learning & decide what is important to be learned. |
| Pedagogy: Role of Instructor | Sage on the Stage: Fact-based lecture is often the mode of knowledge transmission. |
| Pedagogy: Content of Learning | Learning addresses pre-formulated problems & involves applying ideas already provided. |
| Pedagogy: Structuring of Learning | Course planning, needs assessment, & objective setting are done by the instructor. |
| Pedagogy: Role of Life Experiences | Learners are building a knowledge base & must be shown how their life experiences connect with present learning. |
| Pedagogy: Focus of Learning | Learning is primarily about mastering the content -- facts, processes, etc. |
| Pedagogy: Purpose for Learning | Learners often see no reason for taking a particular course. They just know they have to learn the new information. |
| Pedagogy: Permanence of Learning | Learning is compulsory and tends to disappear shortly after instruction. |
| Pedagogy: Response to New Information | Learners tend to accept the information being presented at face value, seldom questioning & finding conflicting views troubling. |
| Pedagogy: Expectation for Learning | Learners expect what they are learning to be useful in their long-term future – if at all. |
| Pedagogy: Contribution to Learning | Learners have little practical ability to serve as knowledgeable resources to the instructor or their fellow learners. |
| Pedagogy: Evaluation of Learning | The instructor evaluates learning & progress, formatively & summatively. |
| Pedagogy: Expectations for Feedback | Learners expect periodic graded feedback via tests and/or written assignments. |
| Pedagogy: Motivation for Learning | Motivation is primarily external: familial pressures, competition for grades, consequences of failure. |
| Pedagogy: Orientation to Learning | Learning is a process of acquiring prescribed subject matter: subject-centered. |
| Pedagogy: Preferred Presentation of Content | Learning follows a sequence dictated by the logic of the subject matter: subject-centered. |
| Pedagogy: Classroom Climate | The class is a largely traditional environment -- formal, authoritative, competitive, judgemental. |
| Pedagogy: Foundation of Learning Relationship | Learning is based – however covertly -- on power & control. |
| Andragogy: Life/Study Demands on Learner | Learners must balance life responsibilities with the demands of learning. |
| Andragogy: Relationship of Learner to Instructor | Learners are autonomous & self-directed, deciding for themselves what is important to be learned. |
| Andragogy: Role of Instructor | Guide on the Side: Instructors guide the learners to their own knowledge rather than supplying everything for them. |
| Andragogy: Content of Learning | Learning addresses current, real-world problems & involves applying new ideas & materials. |
| Andragogy: Structuring of Learning | Course planning, needs assessment, & objective setting are done by mutual agreement among learners & instructor. |
| Andragogy: Role of Life Experiences | Learners have substantial life experience & connect their learning to their knowledge base to realize its value. |
| Andragogy: Focus of Learning | Learning is primarily life-, task-, and problem-centered. |
| Andragogy: Purpose for Learning | Learners are goal-oriented & know for what reason they are learning new information. |
| Andragogy: Permanence of Learning | Learning is self-initiated & tends to last a long time. |
| Andragogy: Response to New Information | Learners may question information being presented, validating it against their beliefs, experiences, prior knowledge, etc. |
| Andragogy: Expectation for Learning | Learners expect what they are learning to be immediately useful. |
| Andragogy: Contribution to Learning | Learners have significant ability to serve as knowledgeable resources to their instructor & fellow learners. |
| Andragogy: Evaluation of Learning | Self-evaluation is an essential component in the learning process. |
| Andragogy: Expectations for Feedback | Learners expect ongoing feedback about trial experiences. |
| Andragogy: Motivation for Learning | Motivation is primarily internal: better quality of life, self-esteem, recognition, self-confidence, self-actualization. |
| Andragogy: Orientation to Learning | Learning is a process of acquiring relevant knowledge & skills for real-life purposes: task/problem centered. |
| Andragogy: Preferred Presentation of Content | Learning is organized around life/work situations rather than subject matter units: problem-solving approach. |
| Andragogy: Classroom Climate | The class is a relaxed, interactive environment of mutual respect & collaboration. |
| Andragogy: Foundation of Learning Relationship | Learning is based implicitly on competence & trust. |
Created by:
RLD
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