Training Design Facilitation Framework for Adult Education: An Application of Andragogy
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Dec 14, 2018
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Abstract
This qualitative research generally aimed to develop a training design facilitation framework suitable for adult education. Thus, the study used ‘between-method triangulation’ in gathering data. With this, qualitative corpus analysis (document reviews), participant observation (field observations), and phenomenology (focus group and key informant interviews) were utilized in obtaining the best practices employed when designing learning programs and facilitating adult education. Through sorting, categorization, and thematization, the study addressed three major themes namely, “Employed Andragogical Training Design Procedures: Designing Learning Programs;” “Demonstrated Andragogical Facilitation Practices and Approaches: Implementing Learning Programs;” and, “Devised Andragogical Training Design Facilitation Framework: Operationalization.” The result of the study posits that the success of learning lies on the extent of involvement of adult learners in the overall learning process. With this finding, the study arrived at an adult learner-centered framework hereto referred as 4Ds (Diagnose, Design, Deliver, and Deduce). This capitalizes on various processes guiding adult educators in training design making and facilitating adult learning. Specifically, the framework advocates a ‘learner-diagnosed needs’ or objectives through the Learning Needs Assessment and Analysis (LNA2) process, a ‘learner-designed instruction’ through the Session Plan Design (SPD) process, an ‘andragogy-based delivery or facilitation’ through the WP2R2 approach, and a ‘learner-deduced evaluation of materials and outcomes’ through the Post-Learning Evaluation (PLE) process.
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References
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Azulai, A. & Rankin, J. (2012). Triangulation in Canadian doctoral dissertations on aging. International Journal of Multiple Research Approaches. Content Management Pty Ltd.
Bates, S., Park, S. & Robinson, P. (2016). Adult learning principles and processes and their relationships with learner satisfaction: validation of the andragogy in practice inventory (API) in the Jordanian context. Adult Education Research. Kansas University Libraries. New Prairie Press.
Birzer, M. (2004). Andragogy: Student centered classroom in criminal justice programs. Journal of Criminal Justice Education.
Birzer, M. & Tannehill, R. (2016). A more effective training approach for contemporary policing. Washburn University, Research Gate. Retrieved from www.researchgate.net/ publication/240282061.
Blaschke, L. & Hase, S. (2016). Heutagogy: A holistic framework for creating twenty-first-century selfdetermined learners. Springer-verlag Berlin Heidelberg.
Brookfield, S. (2006). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.
Caruth, G. (2014). Meeting the needs of older students in higher education. Participatory Educational Research (PER). Retrieved from www.partedres.com/archieve/issue_1_2/3-per_14-09_volume_1_issue_2_page_21_35.pdf.
Chan, S. (2010). Applications of andragogy in multidisciplinary teaching and learning. Journal of Adult Education, 39. Idaho State University.
Clandinin, D. & Connelly, F. (2011). Narrative inquiry: Experience and story in qualitative research. University of Illinois Press.
De Guzman, A. (2013). Doing phenomenology in various disciplinal researches. Informa UK, Limited. p. 25
De Vito, K. (2009). Implementing adult learning principles to overcome barriers of learning in continuing higher education programs. Eastern Illinois Online Journal of Education and Development, 3 (4).
Den Cruyce, A. V. (2011). Leveraging skills development in SMES. East Flanders, Belgium. OECD Press.
Derrick, J. & Ecclestone, K. (2006). Formative assessment in adult literacy, language, and numeracy programmes: A literature review for OECD. Organization for Economic Cooperation Development, Inc.
Faulkner, S. (2007). Qualitative inquiry. Concerns with craft: using ars poetica as criteria for reading research poetry. SAGE Publications.
Freedman, K. (2012). Moving from pedagogy to andragogy in corporate training. Links Plus. Retrieved from www.td.org/publications/action. aspx? p. 172-202.
Gautam, S. (2015). Andragogy: Meaning, assumptions, procedure, principles, & role of teacher (in comparison to pedagogy). International Multidisciplinary e-Journal, 4. New Zealand.
Grant, J. (2002). Learning needs assessment: Assessing from diagnosing needs and objectives to designing, delivering, and evaluation of the overall learning process. Moreover, higher education institutions (HEIs) and other agencies exposed to adult education and professional development may be encouraged to include and or accommodate Andragogy in designing their curriculum, syllabus, and training programs. Furthermore, to complete the data and for a thorough analysis, field observations on how trainings are conducted and designed by TESDABCSAT and CHED-PAFTE are recommended. As for further research, analysis of conduct of trainings using the learners as respondents is recommended. Finally, for further research to test the validity, reliability, and applicability of the devised training design facilitation framework, this may be piloted in as many academic disciplines or adult learning situations possible. Training Design Facilitation J. B. Aliping and I. G. Parcasio 109 the need. BMJ Publishing Group.
Hardy, J., Gamage, K., and Hall, C. (2001). A descriptive study of athlete self-talk. Human Kinetics, Publication, Inc.
Hase, S. (2015). Learner-defined curriculum: heutagogy and action learning in vocational training. Bloomsbury Academic: London, UK.
Hasko, V. (2012). Qualitative Corpus Analysis. Research Gate. Retrieved from https://www.researchgate.net/publication/277690305. p. 4760.
Henschke, J. (2014). Andragogical Curriculum for Equipping Successful Facilitators of Andragogy in Numerous Contexts. IACE Hall of Fame Repository: Tennessee Research and Creative Exchange. Retrieved from http://www.tennesse.edu/utk_IACE-browseall.
Kenyon, C. (2001). Moving from andragogy to heutagogy in vocational education. Bloomsbury Academic: London, UK.
Khiat, H. (2015). Measuring self-directed learning: A diagnosis for adult learners. Journal of University Teaching and Learning Practice. 12 (2). Retrieved from http://ro.uow.edu.au/jutlp/vol12/iss2/2.
Kilgore, D. (2003). Planning programs for adults. New Directions for Students Service. Retrieved from http://doi.org/10.102/ss.92.
Kirkpatrick, J. & Kirkpatrick, W. (2016). New world level 2: The importance of learner confidence and commitment. Kirkpatrick Partners, LLC. Retrieved from www.kirkpatrickpartners.com.
Knowles, M. S., Holton, E. F. & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th Edition). Burlington, MA: Elsevier, Inc.
Marshak, R. (2003). What’s between pedagogy and andragogy? Homewood IL, Boston. EBSCO Publishing.
McGregor, J. (2004). Spatiality and place of material schools, pedagogy, culture, and society. Vol. 12. Space Power and Editorial Forum in the Classroom. Retrieved from www.thequohaslostitsstatus.weebly.com.
Mongalini, R. (2018). Unstructured interview. Technical Education and Skills Development (TESDA) thru Baguio City School of Arts and Trades (BCSAT).
Risley, L. & McKee, S. (2012). Andragogy methods applied to adult learning environments: adult education for adult learners in and out of the traditional classroom. Presented at the Research to Practice Conference in Adult and Higher Education, Lindenwood University.
Roberts, M. (2007). Applying the andragogy model of adult learning: a case study of the Texas comptroller’s fiscal management division. Texas State University. Applied Research Projects, Texas State University. Retrieved from http://ecommons.txstate.edu/arp/209.
Rowden, R. (2007). Workplace learning: Principles and practice. Malabar, FL: Krieger Publishing.
Rubenson, K. (2011). Adult learning and education. Saint Louis, MO: Academic Press.
Sealama, R. (2014). Examining the efficacy of adult learning of government-mandated content using andragogical delivery methods versus traditional delivery methods. University of San Francisco. Adult and Continuing Education and Teaching Commons. Gleeson Library Geschke Center. Retrieved from http://repository.usfca.edu/diss.
Schwandth, T. (2015). The SAGE Dictionary of Qualitative Inquiry. SAGE Publications Ltd.
Scofield, J. (2007). Learning environments for adult learners: Implications for teacher development. The CATESOL Journal. CATESOL Exchange, ESL Language Centers, San Diego.
Sumawang, E. (2018). Unstructured interview. Commission on Higher Education (CHED) thru Philippine Association for Teachers- Cordillera (PAFTE).
Wilson, L. (2005). A test of andragogy in a postsecondary educational setting. Louisiana State University and Agricultural & Mechanical College, United States – Louisiana. Publication No. AAT3184107.
Azulai, A. & Rankin, J. (2012). Triangulation in Canadian doctoral dissertations on aging. International Journal of Multiple Research Approaches. Content Management Pty Ltd.
Bates, S., Park, S. & Robinson, P. (2016). Adult learning principles and processes and their relationships with learner satisfaction: validation of the andragogy in practice inventory (API) in the Jordanian context. Adult Education Research. Kansas University Libraries. New Prairie Press.
Birzer, M. (2004). Andragogy: Student centered classroom in criminal justice programs. Journal of Criminal Justice Education.
Birzer, M. & Tannehill, R. (2016). A more effective training approach for contemporary policing. Washburn University, Research Gate. Retrieved from www.researchgate.net/ publication/240282061.
Blaschke, L. & Hase, S. (2016). Heutagogy: A holistic framework for creating twenty-first-century selfdetermined learners. Springer-verlag Berlin Heidelberg.
Brookfield, S. (2006). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.
Caruth, G. (2014). Meeting the needs of older students in higher education. Participatory Educational Research (PER). Retrieved from www.partedres.com/archieve/issue_1_2/3-per_14-09_volume_1_issue_2_page_21_35.pdf.
Chan, S. (2010). Applications of andragogy in multidisciplinary teaching and learning. Journal of Adult Education, 39. Idaho State University.
Clandinin, D. & Connelly, F. (2011). Narrative inquiry: Experience and story in qualitative research. University of Illinois Press.
De Guzman, A. (2013). Doing phenomenology in various disciplinal researches. Informa UK, Limited. p. 25
De Vito, K. (2009). Implementing adult learning principles to overcome barriers of learning in continuing higher education programs. Eastern Illinois Online Journal of Education and Development, 3 (4).
Den Cruyce, A. V. (2011). Leveraging skills development in SMES. East Flanders, Belgium. OECD Press.
Derrick, J. & Ecclestone, K. (2006). Formative assessment in adult literacy, language, and numeracy programmes: A literature review for OECD. Organization for Economic Cooperation Development, Inc.
Faulkner, S. (2007). Qualitative inquiry. Concerns with craft: using ars poetica as criteria for reading research poetry. SAGE Publications.
Freedman, K. (2012). Moving from pedagogy to andragogy in corporate training. Links Plus. Retrieved from www.td.org/publications/action. aspx? p. 172-202.
Gautam, S. (2015). Andragogy: Meaning, assumptions, procedure, principles, & role of teacher (in comparison to pedagogy). International Multidisciplinary e-Journal, 4. New Zealand.
Grant, J. (2002). Learning needs assessment: Assessing from diagnosing needs and objectives to designing, delivering, and evaluation of the overall learning process. Moreover, higher education institutions (HEIs) and other agencies exposed to adult education and professional development may be encouraged to include and or accommodate Andragogy in designing their curriculum, syllabus, and training programs. Furthermore, to complete the data and for a thorough analysis, field observations on how trainings are conducted and designed by TESDABCSAT and CHED-PAFTE are recommended. As for further research, analysis of conduct of trainings using the learners as respondents is recommended. Finally, for further research to test the validity, reliability, and applicability of the devised training design facilitation framework, this may be piloted in as many academic disciplines or adult learning situations possible. Training Design Facilitation J. B. Aliping and I. G. Parcasio 109 the need. BMJ Publishing Group.
Hardy, J., Gamage, K., and Hall, C. (2001). A descriptive study of athlete self-talk. Human Kinetics, Publication, Inc.
Hase, S. (2015). Learner-defined curriculum: heutagogy and action learning in vocational training. Bloomsbury Academic: London, UK.
Hasko, V. (2012). Qualitative Corpus Analysis. Research Gate. Retrieved from https://www.researchgate.net/publication/277690305. p. 4760.
Henschke, J. (2014). Andragogical Curriculum for Equipping Successful Facilitators of Andragogy in Numerous Contexts. IACE Hall of Fame Repository: Tennessee Research and Creative Exchange. Retrieved from http://www.tennesse.edu/utk_IACE-browseall.
Kenyon, C. (2001). Moving from andragogy to heutagogy in vocational education. Bloomsbury Academic: London, UK.
Khiat, H. (2015). Measuring self-directed learning: A diagnosis for adult learners. Journal of University Teaching and Learning Practice. 12 (2). Retrieved from http://ro.uow.edu.au/jutlp/vol12/iss2/2.
Kilgore, D. (2003). Planning programs for adults. New Directions for Students Service. Retrieved from http://doi.org/10.102/ss.92.
Kirkpatrick, J. & Kirkpatrick, W. (2016). New world level 2: The importance of learner confidence and commitment. Kirkpatrick Partners, LLC. Retrieved from www.kirkpatrickpartners.com.
Knowles, M. S., Holton, E. F. & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th Edition). Burlington, MA: Elsevier, Inc.
Marshak, R. (2003). What’s between pedagogy and andragogy? Homewood IL, Boston. EBSCO Publishing.
McGregor, J. (2004). Spatiality and place of material schools, pedagogy, culture, and society. Vol. 12. Space Power and Editorial Forum in the Classroom. Retrieved from www.thequohaslostitsstatus.weebly.com.
Mongalini, R. (2018). Unstructured interview. Technical Education and Skills Development (TESDA) thru Baguio City School of Arts and Trades (BCSAT).
Risley, L. & McKee, S. (2012). Andragogy methods applied to adult learning environments: adult education for adult learners in and out of the traditional classroom. Presented at the Research to Practice Conference in Adult and Higher Education, Lindenwood University.
Roberts, M. (2007). Applying the andragogy model of adult learning: a case study of the Texas comptroller’s fiscal management division. Texas State University. Applied Research Projects, Texas State University. Retrieved from http://ecommons.txstate.edu/arp/209.
Rowden, R. (2007). Workplace learning: Principles and practice. Malabar, FL: Krieger Publishing.
Rubenson, K. (2011). Adult learning and education. Saint Louis, MO: Academic Press.
Sealama, R. (2014). Examining the efficacy of adult learning of government-mandated content using andragogical delivery methods versus traditional delivery methods. University of San Francisco. Adult and Continuing Education and Teaching Commons. Gleeson Library Geschke Center. Retrieved from http://repository.usfca.edu/diss.
Schwandth, T. (2015). The SAGE Dictionary of Qualitative Inquiry. SAGE Publications Ltd.
Scofield, J. (2007). Learning environments for adult learners: Implications for teacher development. The CATESOL Journal. CATESOL Exchange, ESL Language Centers, San Diego.
Sumawang, E. (2018). Unstructured interview. Commission on Higher Education (CHED) thru Philippine Association for Teachers- Cordillera (PAFTE).
Wilson, L. (2005). A test of andragogy in a postsecondary educational setting. Louisiana State University and Agricultural & Mechanical College, United States – Louisiana. Publication No. AAT3184107.