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Self-Directed Learning Assumptions, Andragogy
Self-Directed Learning Assumptions Andragogy
Self-Directed Learning
What do you think about self-directed learning in what and how we learn?
Self-directed learning is extremely beneficial in situations in which the learning styles of the individuals present differ from one another and would benefit from a more direct approach. For instance, self-directed learning allows individuals to frame their learning experience in a manner that is most compatible with his or her own personal learning style/process. Self-directed learning can be utilized in many educational settings and with many different instructional methodologies. A key to self-directed learning is also the fact that it is not time dependent, which is essential for learners to work at their own base and better retain the knowledge at hand.
Can or should all learning be self-directed? Why or why not?
All learning can technically be construed as being self-directed. Without some kind of initiative taken, learners absorb nothing. Information can...
Whether or not all learning should be self-directed is a different story, as certain levels of learning are better initiated on a more standardized level, especially in the beginning stages of retention and theory.
3. Within the self-directed learning process, discuss the three types of models: linear, interactive and instructional.
The linear model of self-directed learning most closely aligns with that of more traditional instructional models. For example, in this type of learning model, key concepts are offered to the learner, upon which additional learning is based. This allows learners to better tailor their learning to fit their own personal needs and learning style. The interactive model of self-directed learning is closely aligned with the learner's own motivation, experiences and environment for learning, and heavily involves focus on the learner's own personality traits…
Section II: Andragogy Malcolm Knowles describes four assumptions of andragogy Discuss those four assumptions and the implications for the design, implementation, and evaluation of learning activities with adults. 1st assumption- As a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being There is often a greater need amongst adults to see the relevance of what is learned in the classroom to their 'real
Education -- Self-Directed Learning Issue Section I-Self-Directed Learning: (1) What is the connection between self-directed learning in what and how we learn? According to Knowles, self-directed learners typically learn more broadly (i.e. they learn more things); they learn more effectively; they bring a higher level of motivation to learn; and they tend to retain and apply what they learn more than do people who learn through more formal or traditional means. In the
growing recognition of the changing educational needs of college students, particularly those attending community colleges. In response to this awareness, reform efforts have been implemented in order to meet the needs of students. As reform efforts have been considered, increasing attention has been directed toward assessing the influence of learning styles on academic performance. The term 'learning styles' has been used to refer to the ways in which individuals
Learning Styles Malcolm Knowles andragogy is a learning style that fits certain personalities like a 'T', and one that calls into play an individual who enjoys collaborating and cooperating with other individuals who are also interested in learning as much as possible from a wide and diverse participation pool. Knowles set about creating learning environments that called for mutual planning, diagnosis of needs, interests and desires of individual learners, and then
Graduate Certificate Nursing Education Learning of Anorexia Nervosa & Handling Its Patients Final Learning Report DESCRIPTION OF OBJECTIVES & THEIR STATUS Drafting a learning contract and adhering to it along with constant support from my supervisor, was an effective activity which constituted of four weeks. every objective had a milestone plan and necessary measures which were required to be taken for achieving them. Self-expectation after reaching these goals was also documented in order to
Pedagogy and Andragogy In general, pedagogy and andragogy are both forms of learning and education. However, based from the origin of the two terms, pedagogy and andragogy differs in the field of study that each covers. As it was defined and considered by some philosophers, pedagogy and andragogy differs in terms of the age of the learners and in terms of the methods of learning and teaching required. According to Knowles, as