TITLE

Teaching Generation X: Do Andragogical Learning Principles Apply to Undergraduate Finance Education?

AUTHOR(S)
Bale, Jill M.; Dudney, Donna
PUB. DATE
March 2000
SOURCE
Financial Practice & Education;Spring/Summer2000, Vol. 10 Issue 1, p216
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Andragogical learning models, generally associated with adult education, assume that learners are self-directed and self-motivated and prefer learning that is active, participative, problem-centered and relevant. While adults are assumed to possess the maturity and work experiences that allow them to become self-directed and self-motivated learners, children are usually assumed to be dependent on the instructor for direction and motivation. Therefore, pedagogical methods are typically associated with the education of children. This paper explores the relative suitability of andragogical models for meeting the unique learning needs of Generation X. Using a sample of 374 traditional-aged college students (TACS) from five colleges and universities, the authors survey students to measure their learning preferences. Based on the survey results, the authors suggest a "hybrid" teaching model that incorporates both pedagogical and andragogical elements, and recommend teaching strategies compatible with these elements. [JEL:A22, M00, G00]
ACCESSION #
6364742

 

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