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Andragogy: Teaching adults ... Andragogy (Knowles, 1984), the theory of adult learning, attempts to explain why adults learn differently than other types of learners. ... What are the differences between andragogy and pedagogy?
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This paper will review and summarize the literature that suggests a significant theoretical difference between andragogy and pedagogy. ...
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Each of these assertions and the claims of difference between andragogy and pedagogy are the subject of considerable debate. Useful critiques of the notion can be found in Davenport (1993) Jarvis (1977a) Tennant (1996) (see below).
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Each of these assertions and the claims of difference between andragogy and pedagogy are the subject of considerable debate. Useful critiques of the notion can be found in Davenport (1993) Jarvis (1977a) Tennant (1996) (see below).
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He takes the view that the promoters and defenders of andragogy have not proven their case and that there is no sound basis for a distinction between andragogy and pedagogy.
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The following table is adapted from a list provided by the American Society for Training and Development (www.ASTD.org) about key differences between andragogy and pedagogy. Consider how these differences may apply to YOUR training environment.
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The nature of the online learner suggests that online instructor training be based on andragogical theory. This theory is anchored in five assumptive differences between pedagogy and andragogy. (See Table 1).
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Andragogy + Pedagogy; by Marcia L. Conner ... Major differences exist between what we know of the great teachers' styles, yet they all saw learning as a process of active inquiry, not passive reception. Considering this, it is surprising that teacher-focused learning later came to dominate formal education.
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“Knowles held that andragogy (from the Greek words meaning ‘man-leading’) should be distinguished from the more commonly used pedagogy (Greek: ‘child-leading’). The term has been used by some to allow a discussion of the difference between self directed and ‘taught’ education.”...
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