CHE Adult Learning Theory & Andragogy Flashcards
6 cards from real CHE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 CHE Adult Learning Theory & Andragogy flashcards as text
Which concept best describes an adult learner's internal readiness to learn something because it is needed in a specific life or work situation?
Answer: Readiness to learn
Knowles's principle of 'readiness to learn' holds that adults become ready to learn when they need the knowledge to cope with real-life tasks.
A CHE educator notices that adult students in a food-safety course resist new handwashing protocols because they conflict with years of kitchen experience. Which adult learning challenge does this illustrate?
Answer: Confirmation bias from prior experience
Adults' deep reservoirs of experience can sometimes create confirmation bias, making them resistant to practices that contradict ingrained habits.
Experiential learning theory by David Kolb proposes a four-stage cycle. What is the FIRST stage?
Answer: Concrete experience
Kolb's cycle begins with a concrete experience—a tangible event or activity—that the learner then reflects on and conceptualizes.
In Kolb's learning cycle, which stage involves drawing generalizations and forming theories from observations?
Answer: Abstract conceptualization
Abstract conceptualization is the stage where learners form logical conclusions and theoretical frameworks based on their observations.
Which instructional strategy BEST aligns with the andragogical principle that adults need to understand why they are learning something before they engage?
Answer: Opening each lesson by stating explicit learning rationales
Communicating the 'why' upfront respects adults' need to see purpose and value in learning before committing effort.
Paulo Freire criticized traditional education as the 'banking concept.' In a CHE context, which approach best counters this by treating learners as active participants?
Answer: Dialogical, problem-posing education
Freire advocated dialogical, problem-posing education where learners co-create knowledge through critical dialogue rather than passively receiving it.