Applying Andragogy to Promote Active Learning in Adult Education In

SHORT PAPER APPLYING ANDRAGOGY TO PROMOTE ACTIVE LEARNING IN ADULT EDUCATION IN RUSSIA Applying Andragogy to Promote Active Learning in Adult Education in Russia https://doi.org/10.3991/ijep.v6i4.6079 I.V. Pavlova1 and P.A.Sanger2 1 Kazan National Research Technological University, Kazan, Russian Federation 2 Purdue Polytechnic Institute, Purdue University, West Lafayette, IN, USA Abstract—In this rapidly changing world of technology and acquire invaluable experience themselves and by observa- economic conditions, it is essential that practicing engineers tion of others in their environment. This experience gives and engineering educators continue to grow in their skills the learner a rich context for applying new knowledge and and knowledge in order to stay competitive and relevant in new techniques. Therefore, as new programs are devel- the industrial and educational work space. This paper de- oped, the student’s professional experience is a valuable scribes the results for a course that combined the best tech- resource and should be incorporated into the curricular niques of andragogy to promote active learning in a curricu- strategy. Active learning using many of the tools from lum of chemistry education, in particular, chemistry labora- andragogy and project based learning could be an attrac- tory education. This experience with two separate corre- tive approach to capitalize on their experience. spondence classes with similar demographics are reported on. Questionnaires and oral open-ended discussions were II. ACTIVE LEARNING APPROACHES USING used to assess the outcome of this effort. Overall the ap- ANDRAGOGY proach received positive reception while pointing out that correspondence students have full time jobs and active Although the early concepts on adult education go back learning in general requires more effort and time. to the early 1800s, the concepts and name “andragogy” was popularized by Malcom Knowles in order to distin- Index Terms—Active learning, Project based learning, an- guish adult education from pedagogy or child education dragogy, adult learning, chemistry laboratory education [1]. Since that time, andragogy has continued to grow particularly in Europe. Knowles theory and later embodi- I. THE NEED FOR ADULT EDUCATION ments in Europe are based on several observations that differentiate the mature and experienced learners from A person’s initial period of education takes 15-20 years students just entering their careers. of life and prepares them to enter the work force. The working life of most adults continues for 30-40 years or • Mature learners must see the relevance of what their more particularly as longevity is continually increasing. learning in their careers. Investment in adult education is not only beneficial to the • Mature learners have a solid basic in their experience individual but is beneficial to society as well. It is im- to make the content relevant. portant to create an awareness during the initial under- • Mature learners take responsibility for their educa- graduate curriculum that self-directed learning and con- tion. tinuous personal development is critical to success and • Mature learners are focused on the application of the depends largely on the ability to learn independently. In content to problems, not on the content for the sake fact the UNESCO International Commission Report on of the content. Education for the XXI century [2] proclaims that teaching people how to independently acquire knowledge, skills • Mature learners are internally motivated and driven to learn. and abilities should be the main objective of traditional education. Beside technical skills, improving interpersonal Based in these fundamental assumption, the principles skills in an interdisciplinary environment is critical to of andragogy include professional growth in most careers. Therefore creation of this positive attitude toward self-directed learning along • Problem centric with the ability to flourish in an interdisciplinary team • Relevancy of the content to life and to prior experi- environment is one of the challenges of an undergraduate ence program, not only in the engineering disciplines but in all • Emotional Connection disciplines of a full university program. • Self-directed learning Building on this foundation, technical professionals • Alignment working in industry and in education are challenged to • Fun grow and remain current in their areas of expertise. Be- sides the challenging requirements of rapidly changing In adult learning situations, teaching can focus more on technology particularly in the information technology, training. Training activities can be less formal, and the their career growth is often into management involving role of the instructor shifts from a disseminator of infor- inter-disciplinary teams and requiring a high degree of mation to a mentor and guide requiring a greater variety of interpersonal skills to manage and direct such teams. As methods and skills from the instructor. When traditional their years of experience increases, these professionals lectures and seminars are used, they must provide practi- iJEP ‒ Volume 6, Issue 4, 2016 41 SHORT PAPER APPLYING ANDRAGOGY TO PROMOTE ACTIVE LEARNING IN ADULT EDUCATION IN RUSSIA cal exercises, often experimental in nature, discussions, a peculiar form of connecting theory and practice. The role plays, case studies, addressing specific industrial structure of the workshop is as follows: an introduction by challenges. Effective use of group discussions and group the teacher, questioning by the students, a practical part, work is common. The approach moves away from the and a final word of the teacher. There are several theoretical knowledge and into practical application of the variations in the practical part- abstracts, presentations, knowledge. In the tradition pedagogical paradigm widely discussions, training exercises, problem solving, used in Russia, the teacher acts as "the sage (the wise observation, and experimentation. man) on the stage”. In the andragogic approach, the teach- Brainstorming is a method for creative idea generation. er becomes instead a mentor and facilitator. Typical tech- The main objective of storming is to help participants niques used in the andragogic approach are: case studies, uncover the conscious and subconscious mind, stimulate critical incidents, lecturettes (short concentrated lectures), the imagination, think out of the box and get an unusual or peer to peer round table discussions. This new role for the original idea. Business Simulation is a form of a business instructor places a high value on the instructor having game which involves a simulation model of the process personal, first hand, experience from their own profes- under study, work; presence roles. Lecture-Dialogue is a sional practice. In many universities today, most engi- format when content of the lecture is given through a neering professors have not practiced their profession in series of questions to which the student must answer dur- industry but have primarily focused on research making it ing the lecture. Finally lecture-visualization is a lecture challenging for them to relate to these experienced veter- enhanced by a display of slides, various images, structural ans of the profession. and logical schemes, synopses, diagrams and videos. The- se methods form the basis for the students to evaluate the III. ACTIVE LEARNING IMPLEMENTATION effectiveness of active learning. A. Correspondence Course for Chemical Laboratory B. Attitude Survey Instrument Used Education The survey consisted of 16 questions divided into three In Kazan National Research Technological University thematic groups. The first group of survey questions (1-7 (KNRTU) have developed an approach to active learning questions) was designed to identify common functional that was applied to a course on the organization and teach- characteristics of active learning methods: relevance, ing of chemistry laboratory. The active learning methods effectiveness, interest on the part of students, simplicity in this course resulted from the assimilation of exceptional and ease of understanding, recall and reproduction of the educational material accompanied by strong assessment course material. and evaluation. The initiative had the following goals: 1. Is the project based approach beneficial to learning? 1. investigate and research active adult learning meth- 2. Is the material easier to understand if it is accompa- ods existing in the literature with proven efficacy, nied by a slide presentation, information booth, pic- 2. validate and demonstrate their efficacy; and tures, posters, group discussions and/or brainstorm- 3. identify, through trials, testing and feedback, the ing? most motivating active learning methods of andra- 3. Is the material easier to remember, if it is accompa- gogy and PBL nied by a slide presentation, information booth, pic- To investigate the efficacy of the active adult learning tures, posters, group discussions, brainstorming? methods the following assessment methods were used: 4. Is it beneficial to include and discuss the projects surveys, oral discussion (in the form of an interview), and problems as part of group discussions, business personal observation, and direct inquiry during the period games, seminars, practical and experimental exercis- of the course. es? The study involved 50, 3rd year students of the corre- 5. Do you feel more engaged in class in an interactive spondence department at chemical technology of

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