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Applying andragogy to the open college learner

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dc.contributor.author Robinson, Richard C. en_US
dc.date.accessioned 2009-07-09T17:31:28Z
dc.date.available 2009-07-09T17:31:28Z
dc.date.issued 1991-07-09T17:31:28Z
dc.identifier.uri http://hdl.handle.net/10464/1756
dc.description.abstract Questionnaires 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject Adult learning--Canada. en_US
dc.subject Distance education--Canada. en_US
dc.subject University extension--Canada. en_US
dc.title Applying andragogy to the open college learner en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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