안드라고지(Andragogy)이론과 성인교육 프로그램 계획

Abstract

본 연구에서는 안드라고지에 관한 이론 및 관련 연구를 분석하고, 성인교육 프로그램 계획에의 학습자의 참여를 위한 이론적 접근 방안을 제시함으로써, 보다 효과적인 성인교육 프로그램 계획의 기초자료를 제공하고자 한다.

While learner participation is a requirement for effective program planning, there are few specific methodologies to help adult leaders facilitate such participation. In andragogy, great emphasis is placed on the involvement of adult learners in program planning for adult education. Therefore, the purpose of this study is to find out strategies for the improvement of approaches to adult participation in program planning by the elaboration of adgragogy. A Cardinal principle of adult education is that adults should participate in planning their own learning activities. That is to say, involving adults in planning their educational activities should, in theory, promote positive outcomes because high priority needs are likely to be identified, relevant goals get, and a better course designed. Participation in decision-making should engender feeling of ownership of the course and responsibility for its success. The results of the related research cast some doubt on the validity of the social psychological or ownership rationale, in that participation in planning had no direct effects. The research did not, however, discredit the proposition that participation in planning results in a better-designed or more relevant course and therefore greater achievement and satisfaction. The benefits of such participation have not been documented through controlled experimental inquiry. Therefore, future research should be designed to manipulate or control such factors as proxy versus direct participation in planning and level of motivation.