Stephen W. Watts
Northcentral University
Art and Science of Teaching
 Pedagogy
 Definition
 History
 Theory
 Andragogy
 Definition
 History
 Theory
 Pedagogical Characteristics
 Andragogical Characteristics
 Paradigm Shift
 Implications
 References
Pedagogy
 Definition:
 The word comes from the Greek and literally means "to
lead the child".
 History:
 Learning for over a millennium has involved four-walls,
a teacher, and students.
 Theory:
 “Pedagogy describes the traditional instructional
approach based on teacher-directed learning theory”
(Gibbons & Wentworth, 2001, Introduction, para. 3).
 “Pedagogy is generally considered the art and science of
teaching children” (Keengwe & Georgina, 2012, p. 368).
Andragogy
 Definition:
 The word comes from the Greek and literally means “to
lead or guide the adult”.
 History:
 Originally coined by Alexander Kapp in 1833
 Flows philosophically from Plato
 Introduced in the U.S. by Malcolm Knowles book, The
Adult Learner: A Neglected Species (1973).
 Considered by most a teaching paradigm rather than an
overarching theory at this time.
Andragogy
 Theory:
 “Andragogy describes the [instructional] approach based
on self-directed learning theory” (Gibbons & Wentworth, 2001, Andragogy,
para. 1).
 Andragogy “is based on the fundamental tenet that
adult learners are different from children and adolescent
learners” (Guilbaud & Jerome-D’Emilia, 2008, p. 113).
 “Andragogy focuses on the unique goals and interests of
learners as adults” (Keengwe Georgina, 2012, p. 368).
Pedagogy:
 Teacher-directed Learning (Gibbons & Wentworth, 2001; Mintor, 2011)
 Subject-centered Learning (Gibbons & Wentworth, 2001)
 Child-centered Learning (Commonwealth of Learning, 2000)
 Extrinsically Motivated (Gibbons & Wentworth, 2001; Mintor, 2011)
 Directive Teaching (Mintor, 2011)
 Passive Learning (Mintor, 2011)
 Highly Structured (Mintor, 2011)
 Lower-level Thinking Focus (Mintor, 2011)
Andragogy
 Learner or Self-directed Learning (Anderson, 2008; Gibbons & Wentworth, 2001;
Guilbaud & Jerome-D’Emilia, 2008; Keengwe & Georgina, 2012; Kenner & Weinerman, 2011; Mintor, 2011; Ruey, 2010; Zemke &
Zemke, 1995)
 Adult-centered Learning (Commonwealth of Learning, 2000; Guilbaud & Jerome-D’Emilia,
2008; McGlone, 2011; Mintor, 2011)
 Task or Problem-centered Learning (Gibbons & Wentworth, 2001; Kenner &
Weinerman, 2011; Zemke & Zemke, 1995)
 Primarily Intrinsically Motivated (Gibbons & Wentworth, 2001; Keengwe & Georgina,
2012; Kenner & Weinerman, 2011; Mintor, 2011)
 Learner-focused Teaching (Guilbaud & Jerome-D’Emilia, 2008; Mintor, 2011; Ruey, 2010)
 Interactive learning (Keengwe & Georgina, 2012; Mintor, 2011; Ruey, 2010; Zemke & Zemke, 1995)
 Life Relevant Learning (Keengwe & Georgina, 2012; Kenner & Weinerman, 2011; Mintor, 2011; Ruey,
2010; Zemke & Zemke, 1995)
Implications for Online Learning
 There is no single model for online learning either in
terms of technology or delivery.
 Pedagogy and andragogy can be seen as a continuum
between teacher-directed versus learner-directed
learning.
 There are no true pedagogical or andragogical learners
 Kindergartner learning their ABCs
 Grandparent learning to use Skype to talk with their
grandkids
Trends
 Interest is the single emotion that drives learning at
any age.
 It is possible to learn through trial-and-error, gaining
experience, and constructing knowledge.
 It is possible to learn by approaching a master and
learning through his or her expertise.
References
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Abela, J. (2009). Adult learning theories and medical education: A review. Malta Medical Journal, 21(1), 11-18. Retrieved
from http://www.um.edu/mt/umms/mmj/PDF/234.pdf
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online
learning (pp. 45-74). Edmonton, AB: Athabasca University.
Commonwealth of Learning. (2000). An introduction to open and distance learning. Retrieved from
http://www.col.org/PublicationDocuments/pub_ODLIntro.pdf
Gibbons, H. S., & Wentworth, G. P. (2001, June). Androgogical and pedagogical differences for online instructors.
Proceedings of the Distributed Learning Association, Callaway, GA.
Guilbaud, P., & Jerome-D’Emilia, B. (2008). Adult instruction & online learning: Towards a systematic instruction
framework. International Journal of Learning, 15(2), 111-121. Retrieved from
http://ijl.cgpublisher.com/product/pub.30/prod.1638
Keengwe, J., & Georgina, D. (2012). The digital course training workshop for online learning and teaching. Educational
and Information Technologies, 17, 365-379. doi:10.1007/s10639-011-9164-x
Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to nontraditional college students. Journal of
College Reading and Learning, 41(2), 87-96. Retrieved from http://www.crla.net/journal.htm
McGlone, J. R. (2011). Adult learning styles and on‐line educational preference. Research in Higher Education Journal,
12, 1‐9. Retrieved from http://www.aabri.com/rhej.html
Minter, R., L. (2011). The learning theory jungle. Journal of College Teaching and Learning, 8(6), 7-15. Retrieved from
http://journals.cluteonline.com/index.php/TLC/article/view/4278/4365
Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of
Educational Technology, 41(5), 706-720. doi:10.1111/j.1467-8535.2009.00965.x
Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? Training, 32, 69-82. Retrieved from ERIC
database. (ED504481)