A Student Centered, Post-Secondary, Classroom

Authors

  • Dr. John Elmēr, DBA Independence University and City University of Seattle
  • Jessica Giner, J.D. City University of Seattle

Keywords:

tacit knowledge, explicit knowledge, andragogy, pedagogy

Abstract

We consider how the reliance on tacit knowledge or explicit knowledge impacts adult learning and suggest that post-secondary educators should apply techniques in the classroom that allow adult students to learn through a combination of experience and personal reflection. Post-secondary classrooms should be centered on the student rather than centered on the teacher in order to best serve adult learning processes. We talk here about andragogy—as opposed to pedagogy—as the preferred technique for adult learners. We make recommendations on how to implement andragogically-based techniques in the student-centered, post-secondary classroom.

Published

2019-08-21

Issue

Section

Peer-Reviewed Articles