Pedagogy-Andragogy Continuum with Cybergogy to Promote Self-Regulated Learning: A Structural Equation Model Approach

The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students' self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students' self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students' self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students' self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom. © 2023 The Author(s)

A motivation-based intervention to study loneliness: The gerontological user experience in learning on Facebook (GULF)

It is predicted that soon, as baby boomers continue their shift into retirement, the population age will soon hit its peak in the United States and across the globe (Mather & Kilduff, 2020). As seen with COVID-19, the United States is grossly underprepared for emergencies involving older adults, with excessive physical and mental health resources (Ranney et al., 2020). This is a concern compounded by the declaration by U.S. Surgeon General Vivik Murthy in 2017 that older adults were experiencing a loneliness epidemic that was impacting their mental and physical health. With the shortage in resources, one option to consider is examining existing resources to ensure they are fully utilized. One of those resources is technology-specifically, Facebook. Very few have examined what is motivating a person to use Facebook and the connection that may have to their loneliness. This dissertation fills that gap.The purpose of this study is to examine an older adult's motivation to use Facebook and how that may impact their experience concerning loneliness. This study's quasi-experimental design introduced an intervention to older adults (N = 19), compared to a control group (N = 22). The intervention was grounded in Ryan and Deci's (2000) motivation-oriented self-determination theory and guided by andragogical principles to guide the intervention using different Facebook features. Mean comparisons from pre- to posttest for the intervention showed significant growth in motivation, with nonsignificant decreased levels of loneliness. The control group had unremarkable decreases in motivation over time. Interaction effects, however, suggest that competence was significant between groups from pre- to posttest. These findings provide additional information into the relationship between older adult Facebook users and how the use of Facebook, and technology, may impact the lives of older adults, in consideration of future resource use. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

From Pedagogy to Andragogy in Post Covid-19 ESP Courses: A Customized Blended Learning Model for English in Medicine at a Saudi University

Teaching an ESP course is significantly challenging due to its practical, contextual, and communicative nature as a "language in context" and a prerequisite for acquiring professional skills and job-related functions that require real life learning situations to imitate specific professional settings and accentuates practicing the essential English language skills that students would primarily employ in their future fields. This paper presents an andragogy-based customized blended learning model for English in Medicine course introduced to students of the preparatory year program during COVID-19 pandemic. Integrating andragogical principles, the course identifies students' access to multimodal tools for required English Language skills and medical vocabulary, including a virtual listening lab for augmenting listening skills, a virtual medical library for boosting online medical reading, a virtual hospital of different doctor-patient interaction scenarios for practicing the use of language in context, course community blogs and audio discussion forums for enhancing writing and speaking skills, an online medical dictionary for understanding and translating medical terminologies and integrated Kahoot games for testing field related knowledge. A mixed methodology of pre-test and post-test research design along with a learning satisfaction survey were used to evaluate the change in variables which were students' English Language proficiency, cognitive competence, learning motivation, and learning styles. The study findings establish the effectivity of the shift from pedagogic to andragogic strategies in the course. It supports integrating pedagogic constructive theories along with adult learning theories and blended education theories to ensure productive teaching and learning of ESP courses in accordance with the constrictions of quality modern education © 2023 Sciedu Press. All right reserved.

Andragogy learning and the associated factors among nursing students in online palliative class during the COVID-19 pandemic.

Objectives: To investigate the andragogy learning and determine the related factors among nursing students in online palliative class during the coronavirus disease-2019 pandemic. Method: The descriptive cross-sectional online survey-based study was conducted from September 1 to December 31, 2021, after approval from the ethics review committee of the Institute of Technology and Health Bali, Indonesia, and comprised 2nd year nursing students enrolled in the online palliative class. Data was collected using a questionnaire to measure socio-demographic characteristics of the respondents, teacher characteristics, and learning media. Andragogy education movement questionnaire was used to measure students' self-concept, learning motivation, readiness to learn, orientation to learn, and learning experience. Data was analysed using SPSS 25. RESULTS: Of the 189 subjects, 161(85.2%) were females, and 90(47.6%) were aged 20 years, followed by 87(46%) aged 21 years, 10(5.3%) aged 22 years and 2(1.1%) aged 23 years. Age was significantly correlated with self-concepts (p=0.04), while parents' occupation was significantly correlated with learning motivation (p=0.04). Professional ability, personal quality and interpersonal relationships of teachers and learning media, including class management and props, were correlated with andragogy learning (p<0.001). CONCLUSIONS: High levels in all domains of andragogy learning were found. Maintaining the factors that influence andragogy learning through online platforms is an important goal in today's virtual learning era.

Education 3.0 underpinned with the heutagogical approach for a smooth shift to distance learning in higher education

As the shift to distance learning was abrupt due to the COVID-19 pandemic, neither university students nor instructors were fully prepared. There was a real demand, therefore, for adopting principles that belong to Education 3.0 in higher education institutions as this pandemic might not be the last. This study aimed at evaluating to what extent the principles of Education 3.0 based on the heutagogical approach could be applied at universities. To achieve this target, a mixed approach was followed by utilizing two instruments;a questionnaire and semi-structured interviews. A total of (200) students and (10) instructors from Birzeit University (BZU) were the participants. Data that emerged from the questionnaire were statistically analyzed, whereas the interviewees' responses were qualitatively content-analyzed and grouped into main themes. The findings revealed that some principles of Education 3.0 have not been fully applied yet at BZU, such as supporting the learners' self-determination;the individualization of teaching methods and strategies;blending synchronous online teaching mode with the face-to-face;empowering and coaching students to build personal learning environments with using multiple tools of authentic and real-life evaluations. Accordingly, it was recommended that universities worldwide as well as other higher education institutions should adopt the principles of Education 3.0 to make the shift to distance learning smooth for both students and instructors, especially by using flexible curricula and open learning resources;empowering students to determine their needs, objectives and personal learning environments;individualizing the teaching methods;and avoiding "One-size fits all” strategies. © 2023 Conscientia Beam. All Rights Reserved.

Andragogy reception in school education during the COVID-19 pandemic in Peru

The article addresses how the application of the principles of andragogy is perceived in basic education during the COVID-19 pandemic in Peru. This study has a naturist view, follows a research methodology with a phenomenological design and a quality approach. The analysis is engaged from an interview application semi structured as an instrument applied to twelve teachers in public and private institutions of basic regular education in Peru. Among the results it was found in the teachers training process changing from formal education to online had many issues in its execution due to lack of strategies and technological resources. Besides, most teachers expressed their unconformity with the loaded work process and training they received although they had improvements within their media capabilities. In this sense, teachers manifested the lack of the horizontal principle from the andragogy principle, opposite to this they developed the participation and synergy between professors to face challenges. Furthermore, its manifested in this study that due to the training and transitioning's process complexities some teachers decided to drop out of their educational facilities. The answers obtained offer information to forecast the teachers training in events of worldwide disaster such as COVID-19. According to the results obtained in this study we can have the teachers training process general view highlighting social inequity, educational and digital that has been installed for a long time in these educational systems, both public and private sectors. © 2022 IEEE.

Features of Training Future Teachers of Natural Sciences in Modern Higher Education in the Context of Modern Neurosciences

In the article, questions about the features of training future teachers of natural sciences in modern higher education in the context of modern neurosciences are highlighted.It was found that highly qualified and competent teachers are the key to successful higher education. The concept of "neuroscience" is investigated. Publications and books of domestic and foreign scientists on the training of future teachers of natural disciplines in the view of neurosciences are highlighted. The application of methodological approaches in teaching future teachers of natural disciplines is noted. The branch of neuro-andragogy, which is important for adult learning is considered. It is noted that university teachers should enrich the educational process with modern strategies in order to meet the needs of future student teachers. It is noted that future teachers are interested in mastering knowledge of neurosciences, because they understand that this will help them in their professional activities. It has been proven that many scientists argue that education cannot exist today without neurosciences. The facts that have a special impact on the work of the child's body and on learning have been clarified: energy supply, nutrition, stress resistance and environmental pollution. A study of approbation of foreign programs "Scheme of education and neuroscience" and "Science of the brain in motion" was carried out. It was found that students are interested in knowledge about the work of their own brain and try to work on themselves to help the body improve its performance.It is noted that scientists argue that for the activity of the brain to be productive, it is necessary for the neurons, synapse and myelin to work in a balanced way.It was proven that COVID - 19 pandemic to negatively impacted education. It was found that physical activity and the activity of cognitive functions are an integral link. Emphasis is placed on the pedagogy of partnership, which will promote close cooperation of teachers, children and parents and help parents to preserve the health of the child.

Virtually new: A case description of a health system's new employee orientation COVID-19 response plan

As a result of the novel Coronavirus of 2019 (COVID-19), everyday life was transformed globally. With this, organizations were faced with the need to strategically and empathetically balance employee safety with business continuity as their survival largely depended on enacting immediate response measures by shifting to working remotely. When work moved online, essential programs including new employee onboarding, required a transition to virtual learning and development. This case description outlines Jackson Health System's COVID-19 New Employee Orientation (NEO) response plan through the lens of andragogy, with an emphasis on technological considerations. Following a description of decisions and responses to design and execute the virtual orientation program, a discussion is presented of three overarching lessons learned in the process: Virtual onboarding is a necessarily iterative process;virtual onboarding must be intentional;and the technological divide must be addressed. Recommendations for human resource development (HRD) research and practice are offered.

The use of flipped instruction to understand adult students' career content knowledge and attitudes towards career counseling

This study investigated the influence of a four-week career unit course on the career content knowledge acquired by adult students and their attitude toward career counseling using a flipped classroom model of instruction. In this mixed-method study, a sample population of adult students enrolled in the career course through an Adult Education Site and received the four-week career unit. A sequential explanatory mixed method design was used. Students completed the two following pre-tests: 1) on learning outcomes from the career course unit and 2) on items from the attitudes toward career counseling scale (ATCCS). Students viewed pre-recorded lectures and completed corresponding activities outside of class to prepare for the virtual synchronous class meetings due to the COVID-19 pandemic. The topics of instruction included the career planning unit, which comprised practical exercises focusing on labor market data, career assessments, and resume development. At the end of the course, all students completed a post-survey. The data obtained from both the pre-test and post test was statistically analyzed using a one-way MANOVA with repeated measures. Upon completion of the analyses and the interpretation of the results, recommendations for future research were given. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

POTENTIAL OF SELF-REGULATED LEARNING IN THE DEVELOPMENT OF TEACHING DIGITAL COMPETENCE

The pandemic generated by COVID-19 has promoted the need for competencies that allow the teacher a successful performance in virtual education, based on this, this study is carried out with the aim of identifying theoretical-methodological guidelines that positively impact on teaching digital skills. The theoretical research method that had three procedures was used. The main results made it possible to systematize the theoretical trends (systematization of established knowledge) to integrate a hypothetical-methodological construction on digital competences based on the following aspects: increased reflective practice, enriched learning environments, orientation to social commitment, link with the student's environment , generation and management of emerging pedagogical practices and management of digital pedagogical content, to finally establish the guidelines of an epistemological resignification that revealed the potentialities of self-regulated learning to stimulate digital teaching skills. It concludes with the identification of components of self-regulated learning that allow the establishment of future didactic and training proposals for the development of teaching digital competencies both in the initial training of this professional and in their continuous training, counting the importance of contextual andragogic curricular designs. This study will also make it possible to propose a praxeological route of educational intervention that has a favorable impact on the development of digital skills in and for virtual teaching-learning environments.

Online learning in graduate health programs: Andragogy, lecture preference, and the effectiveness of synchronous and asynchronous participation

Accelerated by the COVID-19 pandemic, graduate health programs have undertaken greater utilization of online learning, employing synchronous and asynchronous online lectures as a replacement for traditional face-to-face instruction. Although supported in previous literature as a method at least equally effective to traditional learning, online learning has been a source of frustration for students and instructors expecting face-to-face instruction. This dissertation project seeks to explore (1) the ways in which principles of andragogy have been implemented in graduate health programs in response to the COVID-19 pandemic, (2) the factors that contribute to preference for online method of lecture participation (synchronous or asynchronous) among graduate health students, and (3) if one method of online lecture participation (synchronous or asynchronous) is superior for students enrolled in traditional style graduate health programs and if it is in the student's best academic interest to choose, based on preference, between synchronous and asynchronous lecture. This project includes a review of literature, a survey, and a post-test only quasi-experimental design to explore the preferences and performance of physical and occupational therapy students enrolled in graduate programs at a Midwestern university. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining lived experiences of K-12 STEM teachers' forced transition to online: An interpretive phenomenological study

The facilitation of Science, Technology, Engineering, and Math (STEM) education through face-to-face instruction is still the primary method for educational institutions to integrate blended learning techniques to enhance various STEM courses and programs (Al-Zahrani, 2010). Lashley and McCleery (2020) describe field-based coursework as a necessary means to STEM curriculum and have decreased exponentially due to the impacts of Covid-19. A means to facilitate learning for STEM courses and programs is through online learning environments or hybrid learning environments to mitigate against large crowds (Herman & Butler, 2019;Lashley & McCleery, 2020;Yadav et al., 2017). The research study evaluated traditional and online learning environments reflecting teachers' lived experiences (Amir et al., 2020;Aurangzeb, 2018;Shoulders et al., 2016). By examining this phenomenon, the study has provided valuable insight into how to better prepare for future pandemic level events, standardize resources for online learning, and prevent further halts in education using alternative online or blended learning environments for future unknown events (Pradeep, 2020). From a management perspective, understanding STEM teachers' lived experiences has provided valuable insight on the lessons learned from the transition and an understanding of STEM taught through online or hybrid modalities being a viable method of learning versus traditional learning environments of K-12 STEM courses and programs. Examining STEM teachers' lived experiences who transitioned from traditional to online/hybrid learning environments from Spring 2020 to Fall 2020 provided valuable data through thematic analysis on the lessons learned during the transitioning process. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Online learning for the adult learners using andragogy

The world of higher education is now global with online learning a driving force in much of the world. Globalization of higher education has created vast new opportunities for e-learning, particularly for adult students. However, adult learning online is different from online for traditionally aged students. Global universities are increasing their online programs to take advantage of economic considerations, particularly as a result of the COVID-19 pandemic and its implications for learning online. Using online learning for adult education is essential in the changing global world. Connotations of adult learning theory for professors using online learning are many and varied. Traditional pedagogical styles will not work effectively with adult learners who desire concrete, hands-on, practical information with learning activities characterized by active involvement, task-orientation, flexibility, and creativity. Online students often want opportunities to acquire skills directly applicable to job competencies for current employment or preparation for a future job. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Learning Continuity in the Realm of Education 4.0: Higher Education Sector in the Post-pandemic of COVID-19

Learning continuity in the realm of Education 4.0 is posing a stiff challenge to educators due to the physical restrictions imposed by the coronavirus pandemic on institutional learning. Around 320 million learners were prevented from going to schools/colleges across India causing a sudden joltin all educational activities. Despite the challenges, higher education institutions responded affirmatively and evolved to harness the advantages of assistive technologies to ensure the continuity of teaching–learning activities, research, and thus service to the society. The paper discusses the evolution of the blended learning paradigm and its efficacy to ensure higher learning specifically at the tertiary level. In the quest to identify a suitable instructional mechanism, academic institutions have pursued a variety of techniques including synchronous, asynchronous, or mixed-mode heutagogic learning approaches. The researchers seek to use a thematic literature review of the various relevant learning models to explain the nuances of blended learning attributed to the factors of commitment, flexibility, collaboration, and self-paced managed learning environments. The paper proposes a narrative of andragogic styles that are universal and acceptable for higher education institutions to practice and avoid disruption to education. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Technological Education: An approach from Technopedagogical Constructivism

This study is developed within the framework of the changes brought about by the Covid-19 pandemic and social distancing in the educational field. The educational institutions closed their doors, being the technological mediation the key factor to give continuity to the classes. However, certain pedagogical / andragogical practices are not coupled to the technological context, which makes a harmonic pedagogical / andragogical orientation necessary with the use of technology based on the social constructivist paradigm of knowledge. Through a bibliometric analysis, the best positioned and most cited articles on issues of technology, pedagogy, andragogy and constructivism in Scopus are explored. In this way, the structured discussion between the authors analyzes results to recognize traits and concurrent variables in said studies. The conclusions of this first step offer us new horizons for pedagogy / andragogy with a techno-pedagogical constructivist approach. © 2021, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Student mentoring to enhance graduates' employability potential.

This paper considers whether the adoption of a subject-specific, classroom-based, voluntary extra-curricular student mentoring scheme could provide an effective mechanism and andragogic approach to enhance higher education students' employability potential pre-graduation. Over the three-year pilot, 26 more advanced (second to fourth year) undergraduate students actively mentored nearly 400 first year undergraduate students during workshops delivered annually within forensic and policing focused courses. In total, 17 mentors anonymously completed online, post-scheme surveys. Survey data was quantitatively analysed to evaluate the scheme, establish which skills and attributes mentors had developed and investigate whether mentors could appropriately identify example skills within professional terminology used during employer recruitment. In addition, this paper reflects on the implementation of remote student mentoring during the COVID-19 pandemic and its adoption within a blended learning framework. The results from this research strongly support mentoring as an effective mechanism to develop undergraduate employability skills, significantly developing mentors' self-confidence and self-efficacy in their interpersonal and communication skills. Although mentors were aware of university graduate attributes and thought they could evidence these with appropriate examples, in practice this was not necessarily the case. As a result, a framework is proposed to enable mentors to identify their skills and how they may align with competencies sought by relevant forensic and policing employers. However, other andragogic practices may need to be implemented to maximise the potential for successful graduate employment.

Exploring critical media literacy skills of adults on Twitter during the coronavirus (COVID-19) pandemic in the United States in the spring and summer of 2020

This study explores the self-directed learning behaviors of adult users of the social media vehicle, Twitter, through the lens of Coronavirus (COVID-19) in the United States during the spring and summer of 2020. The objective was to identify Twitter usage patterns to determine adults' awareness and use of media literacy and critical media literacy skills with social media content they consume. This study, informed by two focus groups and six individual interviews, is based on a qualitative research design using a constructivist approach. The central question is how do adults use critical media literacy on social media when gathering information to make decisions? Findings include: * Source credibility, trust, and accuracy were key characteristics people used to follow and engage with Twitter accounts regarding COVID-19 information guiding users' self-directed learning as they researched on Twitter. * Study participants' knowledge of media literacy was lower than they thought or displayed. * Respondents informed others of accurate information from Twitter about COVID-19 due to misinformation and disinformation. Findings may help educators assess gaps in adults' media literacy and critical media literacy skills with social media and determine the focus needed to improve awareness of social media messages. This research reveals gaps in adults' knowledge of media literacy and critical media literacy and impacts of using those skills. Future research could include interventionist studies with pre-and post-tests on adults' knowledge and usage. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Pilot application of Lecture-Panel-Discussion Model (LPDM) in global collaborative neurosurgical education: a novel training paradigm innovated by the Swedish African Neurosurgery Collaboration.

BACKGROUND: Disruptions in global surgery educational routines by the COVID-19 pandemic have elicited demands for alternative formats for rendering qualitative neurosurgical education. This study presents application of a novel model of online neurosurgical course, the Lecture-Panel-Discussion Model (LPDM). METHODS: This is a cross-sectional survey of participants who attended the Swedish African Neurosurgery Collaboration (SANC)-100A course. Participants evaluated the course through an online self-administered questionnaire using a 5-point Likert scale ranging from very poor-1, poor-2, average (fair)-3, good-4, to excellent-5. SANC-100A comprises a tripod of Lectures, Panel review, and interactive case Discussion. This model (LPDM) was innovated by SANC and applied at the Enugu International Neurosurgery course in February 2021. RESULTS: There were 71 attendees, 19 were course faculty, while 52 were participants. Thirty-five attended from Nigeria, 11 from Sweden, 3 from Malawi, 2 from Senegal, and 1 from the UK. Among 44 participants who completed the questionnaire, there were 9 fellows and 35 residents. The overall median course Likert rating was 4.65 ± 0.1. The median overall rating for course events was similar between day 1 (Likert score = 4.45) and day 2 (Likert score = 4.55), U = 55, Z score = 1.10, P = 0.27. The median rating for lectures was 4.50 ± 0.2 and varied from 4.40 on day 1 to 4.55 on day 2. The median rating for panel review was 4.60 ± 0.1 and varied from 4.55 on day 1 to 4.65 on day 2. Interactive case discussions were rated 4.80 on both course days. There was a significant variability in the rating profiles of the course tripod: U = 24.5, P = 0.03. Fifty-one (98%) participants believe LPDM was COVID-19-compliant, while 90% believe the course was beneficial to training and practice. CONCLUSION: Initial application of LPDM is rewarded with both high acceptance and high rating among participants.

Evidentiary and theoretical foundations for virtual simulation in nursing education.

Virtual simulation has been used extensively in nursing education since the beginning of the COVID-19 pandemic due to the unavailability of clinical sites. Extant research supports substitution of up to 50% of nursing clinical hours with simulation. However, in many nursing programs virtual simulation is currently substituting more than half of traditional clinical hours, and the knowledge gaps and limitations surrounding virtual simulation exist. The purpose of this paper is to describe the evidentiary and theoretical foundations for virtual simulation. Through examination of adult learning theories, learning styles and Bloom's Revised Taxonomy, recommendations for maximizing the use of virtual simulation in the current clinical learning environment are outlined. Debriefing is a vital component of virtual simulation. Synchronous debriefing with nursing students, faculty, preceptors, and peers provides the opportunity for scaffolding to support students' learning needs and foster reflection and evaluation to mitigate shortcomings of virtual simulation in the current clinical learning environment.

A call to action: Online learning and distance education in the training of couple and family therapists.

Distance education in couple and family therapy (CFT) has grown in recent years; however, due to the COVID-19 pandemic, many CFT educators find themselves delivering emergency online education out of necessity and for the first time. Despite the growth of distance learning over the last decade, there is virtually no CFT scholarship on the topic. Comparable disciplines, including social work and professional counseling, are further along in researching distance learning. Outside of the counseling disciplines, there is also ample scholarship guiding the delivery of distance education. This article builds on the small body of CFT scholarship on technology in training and supervision, reviewing extant research on distance learning in social work and counselor education. Major themes in this research reveal opportunities and challenges associated with distance learning and offer guidance about ways that CFT education can evolve in order to effectively integrate technology and online learning into our educational landscape.