1. Stephen W. Watts Northcentral University

2. Art and Science of Teaching Pedagogy Definition History Theory Andragogy Definition History Theory Pedagogical Characteristics Andragogical Characteristics Paradigm Shift Implications References

3. 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).

4. 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.

5. 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).

6. 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)

7. 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)

8. 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

9. 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.

10. References 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)