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PST MLS > (M) L1: Adult Learning (Part 1) > Flashcards

(M) L1: Adult Learning (Part 1) Flashcards

1
Q

The “Adult Learning Theory” is also known as?

A

Andragogy

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2
Q

Who introduced Andragogy/Adult Learning Theory?

A

Malcolm Knowles

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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

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4
Q

This term means “teaching of children”

A

Pedagogy

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5
Q

T or F: Andragogy can be done even without professional help

A

False (it must be done intentionally and professionally)

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6
Q

T or F: Andragogy is only important in educational institutions/classes

A

False (also in business and management)

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7
Q

T or F: Andragogy makes our economy deteriorate

A

False (grow and develop)

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8
Q

Andragogy ensures that the adults’ ______ will develop a love of learning and take full advantage of education

A

Children

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9
Q

T or F: Andragogy encourages active participation in their communities and civil society

A

True

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10
Q

T or F: Adult learning is independent from society

A

False (includes society)

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11
Q

If creativity is a skill, what is its value?

A

Creativeness

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12
Q

If creativeness is a value, what is the actual skill called?

A

Creativity

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13
Q

T or F: Adults are autonomous and self-directed

A

True

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14
Q

Autonomous means what?

A

Self-governance/governing oneself

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15
Q

Self-directed means what?

A

Directing oneself

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16
Q

T or F: Adults are not goal-oriented

A

False (they are)

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17
Q

What can exist under goals?

A

Objectives

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18
Q

T or F: Adults are impractical

A

False (practical)

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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)

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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)

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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)

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22
Q

Knowle’s 4 Principles of Andragogy:

  • Adult learning is centered on this rather than being content-oriented
A

Problem-centered (4)

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23
Q

T or F: Identifying the best solution to a problem comes after taking action

A

False (before)

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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

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25
Q

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

A

Cognitive Theory

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26
Q

Adult Educational Theories:
- Based on behavioral psychology (stimulus and response)
- Applied by providing opportunities to observe a participant’s response, then provide reinforcement

A

Reinforcement Theory

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27
Q

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

A

Facilitation

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28
Q

T or F: In Facilitation, the student acts as a facilitator/moderator

A

False (teacher)

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29
Q

T or F: In Andragogy, objectives must be explained upfront and immediately during training/workshops

A

True

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30
Q

This element of adult learning was coined by Stephen Lieb in 1991

A

Motivation

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31
Q

Factor in Motivation for Andragogy:
- making new friends
- building friendships
- forming associations

A

Social Relationships (1)

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32
Q

What is the value of friendship?

A

Friendliness

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33
Q

Factor in Motivation for Andragogy:
- complying with instructions from someone else
- fulfill the expectations/recommendations of someone with formal authority

A

External Expectations (2)

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34
Q

Factor in Motivation for Andragogy:
- to improve the ability to serve mankind
- to prepare for community service
- to improve participation in community work

A

Social Welfare (3)

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35
Q

Community services in school settings are called as?

A

Community Extension Programs

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36
Q

Factor in Motivation for Andragogy:
- to achieve higher job status
- to secure professional advancement
- done by attending seminars, webinars, and workshops

A

Personal Advancement (4)

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37
Q

What 2 organizations give CPD points to medical technologists in the Philippines?

A

PAMET and PASMETH

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38
Q

Continuing Professional Development (CPD) was called before as what?

A

Continuing Professional Education (CPE)

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39
Q

Factor in Motivation for Andragogy:
- to relieve boredom
- provides a break between the home to work routine
- provides contrast to other details of life

A

Escape/Simulation (5)

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40
Q

Factor in Motivation for Andragogy:
- to learn for the sake of learning
- seeking knowledge for its own sake
- to satisfy an inquiring mind

A

Cognitive Interest (6)

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41
Q

T or F: Cognitive is always being referred to as “intellect”

A

False (knowledge)

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42
Q

This element in adult learning refers to how they respond to these stimuli

A

Reinforcements

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43
Q

T or F: Adults don’t need reinforcement because they are self-directed

A

False (they need it; it heightens their interest in learning)

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44
Q

T or F: Reinforcement allows facilitators to encourage correct modes of behavior and performance

A

True

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45
Q

T or F: Behaviors and performances of the learners to reinforcement must be observable to the facilitator

A

True

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46
Q

These are needed when learners are trying to change behaviors (old practices)

A

Positive and Negative Reinforcement

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47
Q

Refers to offering something that encourages good behavior

Ex: A potential raise with the learning of a new skill

A

Positive Reinforcement

48
Q

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

A

Negative Reinforcement

49
Q

T or F: Negative reinforcement is the same with punishment

A

False (not)

50
Q

Who described negative reinforcement in their Operant Conditioning Theory?

A

B.F Skinner

51
Q

T or F: Negative reinforcement is more effective than positive reinforcement

52
Q

T or F: In order for retention to work, the brand must be complex in order to challenge the learners and encourage critical thinking

A

False (must be simple; should be understandable)

53
Q

Refers to putting into practice what has been learned in real-world situations

A

Transference

54
Q

T or F: Merely studying the information does not warrant a direct attempt in solving related problems

A

False (it encourages practical application)

55
Q

The transfer of learning is the result of what?

56
Q

Transference is most likely to occur in the following situations: A, S, D, and C

A
  • Association
  • Similarity
  • Degree of Original Learning
  • Critical Attribute Element
57
Q

In transference, this is what one thinks if there’s a relation with their past and present work

A

Similarity

58
Q

Behaviorism Theory was introduced by who?

+ He is aka the Father of Behaviorist Theory

A

John Broadus Watson

59
Q

Watson’s work was inspired by whose classical conditioning theory?

A

Pavlov (dog’s digestive system experiment)

60
Q

This theory believes that all individual behavior differences were due to different learning experiences

A

Behaviorism Theory (Watson)

61
Q

T or F: Watson agreed and implemented mentalistic concepts in his Behavioral Theory

A

False (he opposed it)

62
Q

What did Watson use to explain learning?

Clue: A state of being in direct contact; next to each other and usually similar

A

Contiguity

63
Q

T or F: Watson regarded emotion as another example of operant conditioning

A

False (classical)

64
Q

T or F: Watson rejected the notion of individual differences

65
Q

T or F: Watson only ever experimented on animals

A

False (he only started off with animals but moved on to human experimentation later on)

66
Q

T or F: Watson wanted to condition and control human emotions

67
Q

Watson’s theory was more concerned with: stimuli or response?

68
Q

Behaviorism theory is also known as?

A

Learning Through Stimulus Substitution (ex: Pavlov’s dogs)

69
Q

T or F: The stimulus is provided by the student while the professor provides the response

A

False (reverse)

70
Q

Theories of Learning (behavioristic):
- associates an involuntary response to a stimulus

A

Classical Conditioning

71
Q

Theories of Learning:
- associates a voluntary behavior and a consequence

A

Operant Conditioning

72
Q

T or F: In classical conditioning, a reward is given (incentives) while operant conditioning has none

A

False (reverse)

73
Q

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

A

Cognitive Learning

74
Q

Who rejected the idea that learners are passive and that they only react to stimuli in the environment

A

Jean Piaget

75
Q

Theories of Learning:
- learning outside/in the community
- new behaviors can be acquired by observing and imitating others

A

Social Learning

76
Q

T or F: Social learning only comes from the imitation of others’ behaviors to stimuli

A

False (it can come from the observation of rewards/punishments)

77
Q

This process refers to the observation of rewards and punishments in social learning

A

Vicarious Reinforcement

78
Q

Theories of Learning:
- has a broader theoretical scope than social learning
- conceptualizes humans as capable of shaping their environment and to self-regulate

A

Social cognitive theory

79
Q

T or F: Social learning has a broader theoretical scope than social cognitive theory

A

False (reverse)

80
Q

Rewarded behaviors tend to be _____, that’s why positive reinforcement is important

81
Q

T or F: Repetitions without reinforcement are still effective

82
Q

T or F: Threats and punishments are always detrimental to the learner

A

False (depends on the learner)

83
Q

Rewards must be _____ in order to achieve effectiveness quickly

84
Q

T or F: The progress of the learner depends on the level that is set to achieve

85
Q

T or F: “Getting by” decreases motivation

A

False (increases)

86
Q

Forgetting proceeds rapidly initially, then overtime it would gradually ______

87
Q

T or F: Recalling immediately after learning the concept increases the chance of forgetting it

A

False (decreases)

88
Q

T or F: Recalling is more effective then re-reading

A

True (recalling is active while re-reading is passive)

89
Q

T or F: Presenting a concept in many ways encourages application in unique situations

90
Q

T or F: Too much frustration motivates the student to be rational and determined

A

False (prevents)

91
Q

T or F: Learners must never be compelled to act out their rage

A

False (allow them)

92
Q

T or F: Some school subjects should be marked as more superior than others in reinforcing mental powers

A

False (no subjects should be superior to others)

93
Q

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

A

True (e.g. simulations)

94
Q

T or F: People remember new information that goes against their previous attitudes better than those that agree with it

A

False (remember those that agree better)

95
Q

T or F: Adults need to know the relevance of the information before learning it

96
Q

What does KSA mean?

A
  • Knowledge (cognitive)
  • Skills (psychomotor)
  • Abilities/Attitudes (affective)
97
Q

T or F: Robert Gagne’s Hierarchy of Learning is ranked from most complex (bottom) to least complex (top)

A

False (reverse)

98
Q

Robert Gagne’s Hierarchy of Learning:
- a general response like that of a dog
- sits at the bottom of the hierarchy

A

Signal Learning

99
Q

Robert Gagne’s Hierarchy of Learning:
- a precise response to a distinct stimulus

A

Stimulus-Response Learning

100
Q

Robert Gagne’s Hierarchy of Learning:
- a chain of two or more stimulus-response connections are acquired

101
Q

Robert Gagne’s Hierarchy of Learning:
- the learning of verbal chains

A

Verbal association

102
Q

Robert Gagne’s Hierarchy of Learning:
- ability to make different responses to similar stimuli

A

Discrimination learning

103
Q

Robert Gagne’s Hierarchy of Learning:
- common response to a class of stimuli

A

Concept of Learning

104
Q

Robert Gagne’s Hierarchy of Learning:
- learning a chain of two or more concepts

A

Rule Learning

105
Q

Robert Gagne’s Hierarchy of Learning:
- it requires higher order thinking skills (introduced by Dr. Bloom)

A

Problem Solving

106
Q

T or F: The teacher should let the student define the problem/goal all by themselves

A

False (help them)

107
Q

Refers to remembering important rules through questioning or asking

108
Q

Refers to remembering important rules through recommendations

A

Suggestions

109
Q

Refers to remembering important rules through practical applications such as return demos

A

Demonstration

110
Q

T or F: Students differ in concept distinctiveness

111
Q

T or F: Students differ in their ability to combine rules into hypotheses and applying specific solutions to them

112
Q

These differences account for why some students solve problems easier than others

A

Intellectual and creativity differences (not all people have the same abilities)

113
Q

5 Categories of Learning Outcomes by Gagne:
- problem solving, discriminations, concepts, and principles

A

Intellectual Skills

114
Q

5 Categories of Learning Outcomes by Gagne:
- metacognition for problem solving and thinking

A

Cognitive Strategy

115
Q

5 Categories of Learning Outcomes by Gagne:
- facts of knowledge
- acquired when listening to a lecture

A

Verbal information

116
Q

5 Categories of Learning Outcomes by Gagne:
- actions that someone chooses to complete

117
Q

5 Categories of Learning Outcomes by Gagne:
- refers to behavioral physical skills

A

Motor Skills

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