Reorientation of the Andragogy Concept and Its Relevance to Higher Education in Indonesia for Answering the Global Era of Information: Critical Review of Malcolm Knowles Perspective

Abdullah, Mukhammad; Chamid, Nur; Khamim, Khamim

doi:10.4108/eai.27-10-2020.2304160

Cited by 2 publications

(1 citation statement)

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“…Malcolm Knowles is considered the father of andragogy (Rachal, 2002;Greene & Larsen, 2018). His work sparked a re-awakening in Europe and popularised Andragogy in the United States (Abdullah et al, 2021). In 1973, Knowles authored "Adult Learners: The neglected species."…”

Section: Adult Learning Theory (Andragogy)mentioning

confidence: 99%

School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria

Sasere,

Makhasane

2023

IJLTER

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There is a growing body of knowledge on effective Teacher Professional Development (TPD), with a consensus that skews in favour of decentralised, school-based and teacher-centred approach to TPD as opposed to the centralised, traditional and top-down approach. On the contrary, developing countries such as Nigeria still practise a centralised education system where traditional top-down TPD remains the norm, with the attendant consequence of professionally deficient teachers in the classroom. This situation has left a deficiency in centralised district/cluster-based teacher development. This study explored teachers’ and school administrators’ perceptions on the existing effectiveness TPD, with a view to developing a school-based TPD framework that caters for teachers’ professional needs. The study was a qualitative multiple-case study informed by the interpretivist paradigm. The study used, as its lenses, two complementary theories: Distributed Leadership Theory (DLT) and Adult Learning Theory (ALT). Three schools were selected using the purposive sampling technique. Four participants were selected from each school using a combination of purposive and snowball techniques. Data were collected through semi-structured interviews and analysed using the Thematic Analysis (TA) procedure. The findings revealed that one-size-fit-all centralised schools cluster TPD no longer meet the professional needs of teachers. The result also showed that participants preferred school-based teachers’ professional development to centralised approach. Hence, the study proposed a data-informed and theory-driven model known as School-Based Teacher Professional Development Framework (SBTPDF) as a blue-print for the implementation of school-based TPD for school administrators.

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Section: Adult Learning Theory (Andragogy)mentioning

confidence: 99%

School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria

Sasere,

Makhasane

2023

IJLTER

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Nursing students’ approaches to learning in selected Malawian nursing schools: a cross-sectional study

Chitokoto,

Mbirimtengerenji,

Kululanga

2024

BMC Med Educ

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Background Students’ approaches to learning are of essence in nursing education. This is because nursing is a profession where classroom learning leads to clinical performance. Although the literature recognizes student’s approaches to learning as a significant aspect affecting the quality of students’ learning, studies suggest that quality of learning has not been highly achieved in Malawian nursing colleges. Currently, there is a scarcity of empirical data on the learning approaches that Malawian nursing and midwifery students in nursing colleges employ. This study assessed the different approaches to learning among nursing and midwifery students in selected Malawian nursing colleges. Methods This was a cross- sectional study that employed quantitative methods. The target population was nursing and midwifery students pursuing nursing diplomas from Nkhoma College of Nursing, Ekwendeni College of Health Sciences and Malawi College of Health Sciences. A total of 251 students were sampled randomly from the three nursing colleges. Data was collected through a self-administered questionnaire (R-SPQ-2 F) by Biggs. The data was analyzed using chi-square and binary logistic regression. In this study Cronbach’s alpha was 0.6. Results Most students had used a deep approach to learning (M = 3.201, SD = 0.623) than the surface approach (M = 2.757, SD = 0.732). Being in the age category of 16–20 had more likelihood of adopting a surface approach to learning compared to other age categories (X2 = 7.669, DF 2, P = .02). Students from Malawi College of Health Sciences were more likely to adopt a surface approach to learning compared to students from Nkhoma Nursing College and Ekwendeni College of Health Sciences (X2 = 12.388, df = 2, P = .002). Conclusion A deep approach to learning emerged as the most preferred approach to learning which indirectly implies that most students attain meaningful learning. Age and environment are some of the key determinants associated with different learning approaches. More attention should be given to younger students during teaching and learning to promote deep learning.

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Reorientation of the Andragogy Concept and Its Relevance to Higher Education in Indonesia for Answering the Global Era of Information: Critical Review of Malcolm Knowles Perspective

Cited by 2 publications

References 0 publications

School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria

School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria

Nursing students’ approaches to learning in selected Malawian nursing schools: a cross-sectional study

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