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Encouraging Empirical Research and European/American Andragogy Coming Closer as Distance Education Grows in Strength: Eras 11, 12

Encouraging Empirical Research and European/American Andragogy Coming Closer as Distance Education Grows in Strength: Eras 11, 12
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Copyright: 2021
Pages: 21
Source title: Facilitating Adult and Organizational Learning Through Andragogy: A History, Philosophy, and Major Themes
Source Author(s)/Editor(s): John Arthur Henschke (Lindenwood University, USA)
DOI: 10.4018/978-1-7998-3937-8.ch004

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Abstract

Billington found that with 60 male and female doctoral students aged 37 to 48, there were seven andragogical factors that helped them grow, or if absent made them regress or not grow. Rachal clearly identified seven criteria for implementing future empirical studies of andragogy. Taylor et al. asserted that no conversation on teaching adults is complete without discussing andragogy. However, Grace considered andragogy in the USA and Canada as being complicit in sidelining cultural and social concerns as well as decontextualizing adult learning, while having been effectively dismantled in the 1980s and 1990s. Showing the strength of andragogy through its long history in Europe, Savicevic indicated that comparative andragogy has eight elements that are essential in addressing this scientific research topic. Sopher stressed Knowles was best viewed as humanistic, philosophically. Henschke also found deep captivating involvement in both European and American andragogy. This chapter explores this.

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