The Impact of Andragogy on Learning Satisfaction of Graduate Students

Christian Eugene Ekoto¹ and Prema Gaikwad^1,

¹Education Department, Adventist International Institute of Advanced Studies Lalaan 1, Silang, Cavite, Philippines

Cite this paper:
Christian Eugene Ekoto and Prema Gaikwad. The Impact of Andragogy on Learning Satisfaction of Graduate Students. American Journal of Educational Research. 2015; 3(11):1378-1386. doi: 10.12691/education-3-11-6

Abstract

The study of adult learning—andragogy—has emerged as a learning framework due to its increasing popularity in the past four decades. Research on andragogy has been mostly exploratory till recently, when Lynda Swanson Wilson designed and tested the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) to measure six andragogy principles and eight andragogy processes (a 77-item instrument). The present study attempts to find the applicability of andragogy by testing its principles using the self-developed Perception, Experiences, and Learning Satisfaction of Knowles’ Andragogical Theory Questionnaire (PELSKATQ) on 91 graduate students from multiple disciplines (Business, Education, Public Health, and Religion) and two programs (Masters and PhD). The findings of this study showed that gender, marital status, program of study, age, field of study, work experience, coursework completion do not influence learning satisfaction of adult learners. We recommend further studies integrating other factors related to adult learning such as teaching and learning strategies, types of classroom interactions, and types of course assignments.

Keywords:
andragogy adult learner adult education graduate student student satisfaction learner satisfaction and learning satisfaction

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Areti, V., & Bousiou-Makridou, D. (2006). Satisfying distance students of the Hellenic Open University. 2(14). e-mentor.
[2]	Banerjee, G. (2011). Blended environments: Learning effectiveness and student satisfaction at a small college in transition. Journal of Asynchronous Learning Networks, 15(1). 8-19.
[3]	Beaman, R. (1998). The unquiet. . . even loud, andragogy! Alternative assessment for adult learners. Innovative Hither Education, 23, 47-59.
[4]	Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning. Retrieved from http://files.eric.ed.gov /fulltext/EJ979639.pdf.
[5]	Brookfield, S. (1984). The contribution of Eduard Lindeman to the development of theory and philosophy in adult education. Adult Education Quarterly, 34(4). Retrieved from http://www.umsl.edu/~henschkej/henschkemore%20henschke_5_11_04/the_contribution_of_eduard _lindeman_to_the_development_of....pdf.
[6]	Calli, L., Balcikanli, C., Calli, F., Cebeci, H. I., & Seymen, O. F. (2013). Identifying factors that contribute to the satisfaction of students in e-learning. Turkish Online Journal of Distance Education, 14(1), 85-101.
[7]	Caruth, G. D. (2014). Meeting the needs of older students in higher education. Participatory Educational Research (PER). Retrieved from http://www.partedres.com/archieve/issue_1_2/3-per_14-09_volume_1_issue_2 _page_21_35.pdf.
[8]	Chan, S. (2010). Applications of andragogy in multi-disciplined teaching and learning. Journal of Adult Education, 39(2), 25-35.
[9]	Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159.
[10]	Cochrane, T., & Antonczak, L. (2014). Implementing a mobile social media framework for designing creative pedagodies. Retrieved from file:///C:/Users/SDA7 /Downloads/socsci-03-00359-v3.pdf
[11]	Cooper, M. K., & Henschke, J. A (2003). Thinking about andragogy: The international foundation for its research, theory, and practice linkage in adult education and human resource development. In J. A. Henschke, & M. K. Cooper (Eds.). (2004). Academy of Human Resource Development International Research Conference. Austin, TX. Retrieved from http://www.lindenwood.edu/education/andragogy/andragogy/2011/Cooper_Henschke_2003_2004.pdf.
[12]	Deveci, T. (2007). Andragogical and pedagogical orientations of adult learners learning English as a foreign language. New Horizons on Adult Education and Human Resource Development, 21(3/4), 16-38.
[13]	Ellis, K. A. (2007). Satisfaction of graduate students with their distance learning experiences. Unpublished dissertation, Texas Tech University, Lubbock, Texas, USA.
[14]	Gebara, N. L. (2010). General self-efficacy and course satisfaction in online learning: A correlational study. Unpublished dissertation, University of Missouri-Colombia, USA.
[15]	Green, L. S., Inan, F. A., & Denton, B. (2012). Examination of factors impacting student satisfaction with a new learning management system. Turkish Online Journal of Distance Education. 13(3). 189-197.
[16]	Guthrie, G. (2010). Basic research methods: An entry to social science research. Thousand Oaks, CA: SAGE Publications.
[17]	Hanson, Ann. (1996). The search for a separate theory of adult learning: does anyone really need andragogy? In Edwards, R., Hanson, Ann, & Raggatt, Peter (Eds.). Boundaries of adult learning, 99-108. New York, NY: Routledge.
[18]	Hartree, A. (1984). Malcolm Knowles' theory of andragogy: A critique. International Journal of Lifelong Education, 3(3), 203-210.
[19]	Hase, S., & Kenyon, C. (2001). Moving from andragogy to heutagogy: Implications for VET. Retrieved from http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1147&context=gcm_pubs.
[20]	Hamilton, D. (1989). Towards a theory of schooling. Philadelphia. PA: The Falmer Press.
[21]	Houde, J. (2006). Andragogy and motivation: An examination of the principles of andragogy through two motivation theories. Retrieved from http://www.lindenwood.edu/education/andragogy/andragogy/2011/Houde_2006.pdf.
[22]	Hussain, I. (2013). A study of learner’s reflection on andragogical skills of distance education tutors. International Journal of Instruction. 6(1). 123-138.
[23]	Jarvis, P. (2006). The theory and practice of teaching (2nd ed.). New York, NY: Routledge.
[24]	Kahu, E. R. (2014). Inviting study in: The engagement of mature-aged distance students in the transition to university. Retrieved from http://mro.massey.ac.nz/bitstream/handle/10179/5708/02_whole.pdf?sequence=2&isAllowed=y.
[25]	Kirkman, S., Coughlin, K., & Kromrey, J. (2007). Correlates of satisfaction and success in self-directed learning: Relationships with school experience, course format, and internet use. International Journal of Self-Directed Learning. 4(1). 39-52. Retrieved from http://www.sdlglobal.com/IJSDL/IJSDL4.1-2007.pdf.
[26]	Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.
[27]	Lo, C. C. (2010). How student satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning. 10(1). 47-50.
[28]	Markham, S., & Postema, M. (2001). Student satisfaction: A method for exploring quality factors within. The National Advisory Committee for Computing Qualifications (NACCQ). 113-120.
[29]	Marzano, Robert J. (2007). The art and science of teaching: A comprehensive framework. Alexandria, VA: ASCD.
[30]	Merriam, Sharan, B. & Brockett, Ralph, G. (2007). The Profession and Practice of Adult Education: An Introduction. San Francisco, CA: Jossey-Bass.
[31]	Organization for Economic Co-operation and Development (OCDE). (1996). The knowledge-based economy. Retrieved from http://www.oecd.org/sti/scitech/1913021.pdf..
[32]	Ota, C., DiCarlo, C. F., Burts, D. C., Laird, R., & Gioe, C. (2006). Training and the needs of adult learners. Journal of Extension, 44(6). Retrieved from http://www.joe.org/ joe/2006december/tt5.php.
[33]	Prince, W. W. (2014). Knowledge workers. Retrieved from http://www.referenceforbusiness.com/management/Int-Loc/Knowledge-Workers.html.
[34]	Reischmann, J. (2004). Andragogy: History, meaning, context, function. Retrieved from http://www.andragogy.net. Version Sept. 9, 2004.
[35]	Roberts, M. S. (2007). Applying the andragogical model of adult learning: A case study of the Texas Comptroller’s Fiscal Management Division. Unpublished Master’s Project, Texas State University, TX, USA.
[36]	Rubenson, K. (2011). Adult learning and education. Oxford, UK: Elsevier.
[37]	Rogers, A. (2002). Teaching adults (3rd ed.). Buckingham, England: Open University Press.
[38]	Sălăvăstru, D. (2014). Experiential learning and the pedagogy of interrogation in the education of adults. Science Direct. Retrieved from http://ac.els-cdn.com/S1877042814045923/1-s2.0-S1877042814045923-main.pdf? _tid=3e3562e2-4e95-11e4-9698-00000aacb35f&acdnat=1412736542_2529 e0a5649e2cf1695f98a1bf36e8e1.
[39]	Swan, K. (2001). Virtual interactivity: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331.
[40]	Tannehill, D. B. (2009). Andragogy: How do post-secondary institutions educate and service adult learners? Unpublished dissertation, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.
[41]	Taylor, B., & Kroth, M. (2009). Andragogy’s transition into the future: Meta-analysis of andragogy and its search for a measurable instrument. Journal of Adult Education. 38(1), 1-11.
[42]	Tight, M. (1996). Key concepts in adult education and training. New York, NY: Routgledge.
[43]	Wilson, L. S. (2005). A test of andragogy in a post-secondary educational setting. Unpublished dissertation. Louisiana State University and Agricultural and Mechanical College, USA.
[44]	Zhang, H., Tang, T., & Zhang, Y. (2013). The research on characteristics of knowledge workers and their motivating factors: A review and comparison study. American Journal of Industrial Business management. Retrieved from file:///C:/Users/SDA7/Downloads/AJIBM_2013102113173898.pdf.