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Online Instructors: Andragogical or Pedagogical Teaching?

Online Instructors: Andragogical or Pedagogical Teaching?

Viktor Wang, Beth Kania-Gosche
Copyright: © 2013 |Pages: 17
ISBN13: 9781466620629|ISBN10: 1466620625|EISBN13: 9781466620636
DOI: 10.4018/978-1-4666-2062-9.ch002
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MLA

Wang, Viktor, and Beth Kania-Gosche. "Online Instructors: Andragogical or Pedagogical Teaching?." Technological Applications in Adult and Vocational Education Advancement, edited by Viktor Wang, IGI Global, 2013, pp. 11-27. https://doi.org/10.4018/978-1-4666-2062-9.ch002

APA

Wang, V. & Kania-Gosche, B. (2013). Online Instructors: Andragogical or Pedagogical Teaching?. In V. Wang (Ed.), Technological Applications in Adult and Vocational Education Advancement (pp. 11-27). IGI Global. https://doi.org/10.4018/978-1-4666-2062-9.ch002

Chicago

Wang, Viktor, and Beth Kania-Gosche. "Online Instructors: Andragogical or Pedagogical Teaching?." In Technological Applications in Adult and Vocational Education Advancement, edited by Viktor Wang, 11-27. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2062-9.ch002

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Abstract

This study investigates the andragogical and pedagogical teaching philosophies of online instructors at the California State University, Long Beach in the Spring Semester of 2010. Drawing from reflective adult education theory, this article proposes a new model for this reflective adult education theory. It is either the helping relationship (andragogical philosophy) or the directing relationship (pedagogical philosophy) plus the learning environment (the Internet) that leads to adult learners’ critical reflection in Mezirow’s (1991) terms. A researcher-designed survey instrument called Online Philosophy of Adult Education Scale (OPAES) was used to measure instructional preferences of these instructors in the electronic classroom to determine their andragogical or pedagogical teaching philosophies. Data were collected from 37 online instructors regarding their instructional preferences. Nine qualitative questions were designed to parallel the Likert scale OPAES to determine why these online adult education instructors chose their pedagogical or andragogical teaching philosophies. The results of the study demonstrate that these online adult education instructors support both the teacher-centered approach and the student-centered approach to teaching online.

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