Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods

<p>To protect society from incompetent, unskilled, or out-of-date practitioners; to keep abreast of advances in knowledge and technology; and to respond to public demands for accountability and consumer protection; continuing education (CE) and mandatory continuing education (MCE) programs have significantly increased in the past 20 years. Individuals and organizations invest significant time and financial resources to comply with mandatory education and training requirements. Although the mandates and demand for CE and MCE continues to increase, there is minimal research on the efficacy of various delivery methods. The purpose of this study was to examine and document the efficacy of andragogical instructional delivery methods in comparison to traditional (pedagogical) instructional delivery methods to improve teaching and training methodologies for learning government-mandated course content. The findings from this study enhance the understanding of how best to teach and train adult learners when they are required to learn rather than when they choose to learn.</p> <p>This mixed-methods study employed an explanatory design to sequentially collect quantitative and qualitative data, and use the results to understand a research problem. Quantitative data was prioritized and qualitative data was used to refine the results based on a debriefing process with participants. This study reinforces prior research indicating the value and benefit of andragogical delivery in instructional settings. It confirms the value of andragogical delivery methods (ADM) with government-mandated course content. It confirms prior assumptions that adult learners desire learning opportunities based on their life experiences and personal situations; that adult learners desire an educational curriculum that allows learners to integrate their experiences into classroom efforts; that adult learners desire the instructor's role to be that of an "engager" of learning rather than a "transmitter" of knowledge; and that teaching strategies should consider learning times, place, styles, and pace. It was observed that ADMs require significant preparation, rigor, and "presence" to achieve the stated goals. Further research is required to determine to what extent ADM can be incorporated into online computer-based training and education and development of skills and andragogical techniques to deliver mandatory content in short sessions.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Leadership Studies

Year dc:date.available

2014

Author dc:creator

• Sealana, Richard Keith

Contributors dc:contributor

• Patricia Mitchell
• Betty Taylor
• Darrick Smith

• Andragogy
• Continuing Education
• Learning
• Mandatory Continuing Education
• Adult and Continuing Education and Teaching
• Education

Repository record dc:identifier

https://repository.usfca.edu/diss/98

OAI identifier oai:identifier

oai:repository.usfca.edu:diss-1102