(M) L1: Adult Learning (Part 1) Flashcards
(117 cards)
1
Q
The “Adult Learning Theory” is also known as?
A
Andragogy
2
Q
Who introduced Andragogy/Adult Learning Theory?
A
Malcolm Knowles
3
Q
This term means “teaching of adults”:
- art and science of helping adults to learn
- intentional and professionally guided activity that changes an adult
A
Andragogy
4
Q
This term means “teaching of children”
A
Pedagogy
5
Q
T or F: Andragogy can be done even without professional help
A
False (it must be done intentionally and professionally)
6
Q
T or F: Andragogy is only important in educational institutions/classes
A
False (also in business and management)
7
Q
T or F: Andragogy makes our economy deteriorate
A
False (grow and develop)
8
Q
Andragogy ensures that the adults’ ______ will develop a love of learning and take full advantage of education
A
Children
9
Q
T or F: Andragogy encourages active participation in their communities and civil society
A
True
10
Q
T or F: Adult learning is independent from society
A
False (includes society)
11
Q
If creativity is a skill, what is its value?
A
Creativeness
12
Q
If creativeness is a value, what is the actual skill called?
A
Creativity
13
Q
T or F: Adults are autonomous and self-directed
A
True
14
Q
Autonomous means what?
A
Self-governance/governing oneself
15
Q
Self-directed means what?
A
Directing oneself
16
Q
T or F: Adults are not goal-oriented
A
False (they are)
17
Q
What can exist under goals?
A
Objectives
18
Q
T or F: Adults are impractical
A
False (practical)
19
Q
Knowle’s 4 Principles of Andragogy:
- they need to be involved in the planning and evaluation of their own instruction
A
Involved Adult Learners (1)
20
Q
Knowle’s 4 Principles of Andragogy:
- experience provides a basis for learning activities
- they are able to identify mistakes which will help them in finding solutions
A
Adult Learner’s Experience (2)
21
Q
Knowle’s 4 Principles of Andragogy:
- they are most interested in topics that have immediate relevance and impact to their jobs or personal life
A
Relevance & Impact to Learners’ Lives (3)
22
Q
Knowle’s 4 Principles of Andragogy:
- Adult learning is centered on this rather than being content-oriented
A
Problem-centered (4)
23
Q
T or F: Identifying the best solution to a problem comes after taking action
A
False (before)
24
Q
Adult Educational Theories:
- Senses are used in learning for change to occur
- Applied by including all senses, using media, and various techniques
A
Sensory Stimulation Theory
25
Adult Educational Theories:
- Teaches the brain how to think critically and solve problems as they must be developed
- Applied by hands-on problem solving activities
Cognitive Theory
26
Adult Educational Theories:
- Based on behavioral psychology (stimulus and response)
- Applied by providing opportunities to observe a participant's response, then provide reinforcement
Reinforcement Theory
27
Adult Educational Theories:
- Emphasis on the learner's involvement and their relationship with the instructor
- Applied by providing a comfortable atmosphere to encourage instructor-learner interaction
Facilitation
28
T or F: In Facilitation, the student acts as a facilitator/moderator
False (teacher)
29
T or F: In Andragogy, objectives must be explained upfront and immediately during training/workshops
True
30
This element of adult learning was coined by Stephen Lieb in 1991
Motivation
31
Factor in Motivation for Andragogy:
- making new friends
- building friendships
- forming associations
Social Relationships (1)
32
What is the value of friendship?
Friendliness
33
Factor in Motivation for Andragogy:
- complying with instructions from someone else
- fulfill the expectations/recommendations of someone with formal authority
External Expectations (2)
34
Factor in Motivation for Andragogy:
- to improve the ability to serve mankind
- to prepare for community service
- to improve participation in community work
Social Welfare (3)
35
Community services in school settings are called as?
Community Extension Programs
36
Factor in Motivation for Andragogy:
- to achieve higher job status
- to secure professional advancement
- done by attending seminars, webinars, and workshops
Personal Advancement (4)
37
What 2 organizations give CPD points to medical technologists in the Philippines?
PAMET and PASMETH
38
Continuing Professional Development (CPD) was called before as what?
Continuing Professional Education (CPE)
39
Factor in Motivation for Andragogy:
- to relieve boredom
- provides a break between the home to work routine
- provides contrast to other details of life
Escape/Simulation (5)
40
Factor in Motivation for Andragogy:
- to learn for the sake of learning
- seeking knowledge for its own sake
- to satisfy an inquiring mind
Cognitive Interest (6)
41
T or F: Cognitive is always being referred to as "intellect"
False (knowledge)
42
This element in adult learning refers to how they respond to these stimuli
Reinforcements
43
T or F: Adults don't need reinforcement because they are self-directed
False (they need it; it heightens their interest in learning)
44
T or F: Reinforcement allows facilitators to encourage correct modes of behavior and performance
True
45
T or F: Behaviors and performances of the learners to reinforcement must be observable to the facilitator
True
46
These are needed when learners are trying to change behaviors (old practices)
Positive and Negative Reinforcement
47
Refers to offering something that encourages good behavior
Ex: A potential raise with the learning of a new skill
Positive Reinforcement
48
Refers to removing a negative outcome/stimulus in order to strengthen response
Ex: Removing a negative factor that causes an employee to be chronically late
Negative Reinforcement
49
T or F: Negative reinforcement is the same with punishment
False (not)
50
Who described negative reinforcement in their Operant Conditioning Theory?
B.F Skinner
51
T or F: Negative reinforcement is more effective than positive reinforcement
True
52
T or F: In order for retention to work, the brand must be complex in order to challenge the learners and encourage critical thinking
False (must be simple; should be understandable)
53
Refers to putting into practice what has been learned in real-world situations
Transference
54
T or F: Merely studying the information does not warrant a direct attempt in solving related problems
False (it encourages practical application)
55
The transfer of learning is the result of what?
Training
56
Transference is most likely to occur in the following situations: A, S, D, and C
- Association
- Similarity
- Degree of Original Learning
- Critical Attribute Element
57
In transference, this is what one thinks if there's a relation with their past and present work
Similarity
58
Behaviorism Theory was introduced by who?
+ He is aka the Father of Behaviorist Theory
John Broadus Watson
59
Watson's work was inspired by whose classical conditioning theory?
Pavlov (dog's digestive system experiment)
60
This theory believes that all individual behavior differences were due to different learning experiences
Behaviorism Theory (Watson)
61
T or F: Watson agreed and implemented mentalistic concepts in his Behavioral Theory
False (he opposed it)
62
What did Watson use to explain learning?
Clue: A state of being in direct contact; next to each other and usually similar
Contiguity
63
T or F: Watson regarded emotion as another example of operant conditioning
False (classical)
64
T or F: Watson rejected the notion of individual differences
True
65
T or F: Watson only ever experimented on animals
False (he only started off with animals but moved on to human experimentation later on)
66
T or F: Watson wanted to condition and control human emotions
True
67
Watson's theory was more concerned with: stimuli or response?
Stimuli
68
Behaviorism theory is also known as?
Learning Through Stimulus Substitution (ex: Pavlov's dogs)
69
T or F: The stimulus is provided by the student while the professor provides the response
False (reverse)
70
Theories of Learning (behavioristic):
- associates an involuntary response to a stimulus
Classical Conditioning
71
Theories of Learning:
- associates a voluntary behavior and a consequence
Operant Conditioning
72
T or F: In classical conditioning, a reward is given (incentives) while operant conditioning has none
False (reverse)
73
Theories of Learning:
- acquisition of knowledge and skills (explains how the mind works)
- stimulus to cognitive processes to response
- based on Jean Piaget's work
Cognitive Learning
74
Who rejected the idea that learners are passive and that they only react to stimuli in the environment
Jean Piaget
75
Theories of Learning:
- learning outside/in the community
- new behaviors can be acquired by observing and imitating others
Social Learning
76
T or F: Social learning only comes from the imitation of others' behaviors to stimuli
False (it can come from the observation of rewards/punishments)
77
This process refers to the observation of rewards and punishments in social learning
Vicarious Reinforcement
78
Theories of Learning:
- has a broader theoretical scope than social learning
- conceptualizes humans as capable of shaping their environment and to self-regulate
Social cognitive theory
79
T or F: Social learning has a broader theoretical scope than social cognitive theory
False (reverse)
80
Rewarded behaviors tend to be _____, that's why positive reinforcement is important
Repeated
81
T or F: Repetitions without reinforcement are still effective
False
82
T or F: Threats and punishments are always detrimental to the learner
False (depends on the learner)
83
Rewards must be _____ in order to achieve effectiveness quickly
Immediate
84
T or F: The progress of the learner depends on the level that is set to achieve
True
85
T or F: "Getting by" decreases motivation
False (increases)
86
Forgetting proceeds rapidly initially, then overtime it would gradually ______
Decrease
87
T or F: Recalling immediately after learning the concept increases the chance of forgetting it
False (decreases)
88
T or F: Recalling is more effective then re-reading
True (recalling is active while re-reading is passive)
89
T or F: Presenting a concept in many ways encourages application in unique situations
True
90
T or F: Too much frustration motivates the student to be rational and determined
False (prevents)
91
T or F: Learners must never be compelled to act out their rage
False (allow them)
92
T or F: Some school subjects should be marked as more superior than others in reinforcing mental powers
False (no subjects should be superior to others)
93
T or F: Information is most likely to be remembered if it was learned in an environment it will be used for in terms of practical applications
True (e.g. simulations)
94
T or F: People remember new information that goes against their previous attitudes better than those that agree with it
False (remember those that agree better)
95
T or F: Adults need to know the relevance of the information before learning it
True
96
What does KSA mean?
- Knowledge (cognitive)
- Skills (psychomotor)
- Abilities/Attitudes (affective)
97
T or F: Robert Gagne's Hierarchy of Learning is ranked from most complex (bottom) to least complex (top)
False (reverse)
98
Robert Gagne's Hierarchy of Learning:
- a general response like that of a dog
- sits at the bottom of the hierarchy
Signal Learning
99
Robert Gagne's Hierarchy of Learning:
- a precise response to a distinct stimulus
Stimulus-Response Learning
100
Robert Gagne's Hierarchy of Learning:
- a chain of two or more stimulus-response connections are acquired
Chaining
101
Robert Gagne's Hierarchy of Learning:
- the learning of verbal chains
Verbal association
102
Robert Gagne's Hierarchy of Learning:
- ability to make different responses to similar stimuli
Discrimination learning
103
Robert Gagne's Hierarchy of Learning:
- common response to a class of stimuli
Concept of Learning
104
Robert Gagne's Hierarchy of Learning:
- learning a chain of two or more concepts
Rule Learning
105
Robert Gagne's Hierarchy of Learning:
- it requires higher order thinking skills (introduced by Dr. Bloom)
Problem Solving
106
T or F: The teacher should let the student define the problem/goal all by themselves
False (help them)
107
Refers to remembering important rules through questioning or asking
Inquiry
108
Refers to remembering important rules through recommendations
Suggestions
109
Refers to remembering important rules through practical applications such as return demos
Demonstration
110
T or F: Students differ in concept distinctiveness
True
111
T or F: Students differ in their ability to combine rules into hypotheses and applying specific solutions to them
True
112
These differences account for why some students solve problems easier than others
Intellectual and creativity differences (not all people have the same abilities)
113
5 Categories of Learning Outcomes by Gagne:
- problem solving, discriminations, concepts, and principles
Intellectual Skills
114
5 Categories of Learning Outcomes by Gagne:
- metacognition for problem solving and thinking
Cognitive Strategy
115
5 Categories of Learning Outcomes by Gagne:
- facts of knowledge
- acquired when listening to a lecture
Verbal information
116
5 Categories of Learning Outcomes by Gagne:
- actions that someone chooses to complete
Attitude
117
5 Categories of Learning Outcomes by Gagne:
- refers to behavioral physical skills
Motor Skills
