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dc.contributor.authorRobinson, Richard C.en_US
dc.date.accessioned2009-07-09T17:31:28Z
dc.date.available2009-07-09T17:31:28Z
dc.date.issued1991-07-09T17:31:28Z
dc.identifier.urihttp://hdl.handle.net/10464/1756
dc.description.abstractQuestionnaires were sent to 703 Open College students. The questionnaire asked questions regarding personal demographics, how they felt about andragogy as postulated by Malcolm Knowles, and invited responses pertaining to the institutional practices of Open College. Two hundred and ninety-four responses were received. The information was synthesized and used descriptively. The information regarding andragogy was also used descriptively and analyzed using chi-square. The statistics were compared by gender. No significant difference was found. Students rejected the concept of self-directed learning. They did use their past experience when preparing assignments, however. They also entered Open College in order to learn how to do something better rather than for esoteric reasons. In fact, their whole orientation to learning was very practical in nature. The factors motivating these learners were internal rather than external. In addition, institutional practices were identified that could further enhance the Open College experience.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectAdult learning--Canada.en_US
dc.subjectDistance education--Canada.en_US
dc.subjectUniversity extension--Canada.en_US
dc.titleApplying andragogy to the open college learneren_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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