Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory

By S. Merriam. 2001

1,590 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/348f4ec482384d90bafad92e226fa4471ff56539

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In Human Factors and Ergonomics

Citations in the corpus

Teachers As Learners: Implications Of Adult Education For Professional Development (2011, background): “In the modern research of adult education, it was Alan Tough who furthered the foundational work of Houle and Knowles and conducted the first studies specifically focused on self-directed learning activities, concluding that learning “occurs as part of adults’ everyday life” (Merriam, 2001, p. 8).”
Reframing the Meaning of Self-Directed Learning: An Updated Modeltt (2012, positive): “Caffarella (1993), Merriam (2001), and Merriam, Caffarella, and Baumgartner (2007), for example, included descriptions of the PRO model within their overall discussion of SDL.”
Academic performance and the practice of self-directed learning: The adult student perspective (2017, background): “The practice of self-directed learning is important to adult students as it allows them to learn effectively while juggling work, family and other commitments (Caffarella 1993; Knowles 1975; Knowles, Holton, and Swanson 2005; Merriam 2001; Merriam and Caffarella 1999).”
Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies (2010, background): “Although there continues to be debate in the literature related to adult learning theories, Gordon (2004) suggests there is substantial consensus on key principles related to adult learning (i.e., Caffarella & Barnett, 1994; Merriam, 2001).”
Persistence of Women in Online Degree-Completion Programs (2008, background): “Within the broader interpretive orientation, the study’s theoretical framework included distance learning models (Anderson, 2004; Berge, 2002; Huang, 2002; Kasworm, 2003; Salas, Kosarzycki, Burke, Fiore, & Stone, 2002), adult learning models (Brookfield, 1993; Freire, 1993; Knowles & Associates, 198”
So You’re Thinking of Trying Problem Based Learning?: Three Critical Success Factors for Implementation (2004, background): “Therefore, when an instructional strategy such as problem-based learning (PBL) comes along, is it any wonder that management educators would quickly adopt this learning strategy? In addition, adult learning theory (Knowles, 1980; Merriam, 2001 ) identifies as one of the five adult learning principl”
Teaching nontraditional adult students: adult learning theories in practice (2014, background): “Viewing the learner as self-directed shifts the focus away from the teacher as the gatekeeper to knowledge, and instead views the teacher as a facilitator and collaborator of knowledge who continuously guides the learner and helps co-create an environment for self-directed learning (Merriam 2001; To”
The Concept of Self-Directed Learning and Its Implications for Human Resource Development (2004, background): “Although this model is grounded in critical pedagogy, popular education, and participatory research, Merriam and Caffarella (1999) have found no research studies that have used this model as a conceptual framework.”
Characteristics of Adult Learners With Implications for Online Learning Design (2008, background): “The third assumption of andragogy is that "the readiness of an adult to learn is closely related to the developmental tasks of his or her social role" (Merriam & Caffarella, 1999, p. 272). Merriam (2001) stated that learning needs should be closely related to changing social roles.”
Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning. (2012, background): “…appropriate learning strategies, and evaluating learning outcomes (p. 18) The goals of self-directed learning include helping learners develop the capacity for selfdirection, supporting transformational learning, and promoting “emancipatory learning and social action” (Merriam, 2001, p. 9).”
Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment (2007, background): “Merriam (2001) responded to this criticism stating that there is “little or no acknowledgement that every person has been shaped by his or her culture and society” and that one’s personal history and the external structures such as learning institutions do not necessarily define how learning transa”
Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective (2003, background): “The concept of self-direction is used in quite different contexts, and especially claims to be central to adult education (Candy, 1991; Garrison, 1997; Merriam, 2001; Straka, 2000).”
Applications of Andragogy in Multi-Disciplined Teaching and Learning. (2010, background): “494) According to Merriam (2001), andragogy contributes to the understanding of how adults learn, in what context, and the process of learning.”
Self-Directed Learning: A Core Concept in Adult Education (2020, background): “According to Knowles, pedagogy is traditionally considered as transfer of information and that outer influences determine the learning outcome ([19], p.”
Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial (2019, methodology): “First, we drew upon adult learning theory (Knowles et al., 2012; Merriam, 2001), which argues that adult learners have an independent self-concept and thus best self-direct their own learning; prefer problem-centered, applied, and immediately actionable approaches; and are internally motivated.”
Adult Learners in the Classroom. (2003, background): “Andragogy sustained considerable critique during the 1980s and 1990s; yet, scholars taking a retrospective look note its undeniable effect on adult education practice (Pratt, 1993; Merriam, 2001).”
Integrative Literature Review: Four Emerging Perspectives of Employee Engagement: An Integrative Literature Review (2011, positive): “These methods are commonly used to discover meaning in existing data without restrictions, promoting the discovery of distinct characteristics within identified data streams (Merriam, 2001).”