Andragoginė sąveika ir jos raiška mokymosi aplinkos aspektu : teorinė ir empirinė dimensijos

LTStraipsnyje gilinamasi į andragoginės sąveikos raišką mokymosi aplinkos aspektu, pagrindžiant sąsają tarp andragoginės sąveikos ir mokymosi aplinkos, įrodant palankios mokymosi aplinkos andragoginei sąveikai svarbą, atskleidžiant veiksnius, laiduojančius sėkmingą andragoginę sąveiką mokymosi aplinkoje. Todėl analizuojamos andragoginės sąveikos ir mokymosi aplinkos sampratos, atskleidžiant jų esmę, ypatumus, sąsajas ir prielaidas, nagrinėjamos andragoginės sąveikos galimybės mokymosi aplinkos kūrimo aspektu. Pateikiami empirinio tyrimo – KU Tęstinių studijų instituto andragogikos bakalauro ir magistrantūros studijų programose besimokančiųjų apklausos rezultatai, siekiant nustatyti andragoginės sąveikos svarbą, sąsają su mokymosi aplinka bei mokymosi aplinkos galimybes andragoginės sąveikos raiškai. [Iš leidinio]Reikšminiai žodžiai: Andragogas; Andragoginė sąveika; Mokymosi aplinka; Suaugęs besimokantis asmuo; Adult learner person; Andragogical interaction; Andragogue; Andragogue,Andragogical interaction; Learning environment.

ENThe problem of the investigation: what is the connection between the andragogical interaction and learning environment? Which learning environment guarantees a successful andragogical interaction? The aim of the investigation: to analyze theoretically and ground empirically the possibilities of andragogical interaction in the aspect of learning environment. Conclusions. The empirical research concludes that future andragogues understand the essence of andragogical interaction (help to improve the knowledge and competence of a learner) and the participant’s (andragogues and learners) importance of social abilities. The interrelation interaction of the andragogue and the learner is evaluated positively stating that the process of learning is created communicating, collaborating, sharing and help. The respondents think that a successful andragogical interaction is guaranteed by a pleasant, involving a learner into communication environment and cooperative activity. They understand that proper conditions for learning and active participation in the learning process is created by forming conditions for active participation, communication, cooperation and equal value partnership. The respondents distinguish the connection between the andragogical interaction and learning environment, stating that the success of the quality of learning and andragogical interaction which is in close connection with learning environment depends on andragogues who, to their mind, are responsible for creating and maintaining it.They indicate that the needs of learning are taken into consideration while forming the learning environment, which indicates that the andragogical interaction process might be effected negatively. They emphasize that andragogical interaction is conditioned by the strategies, methods, social and psychological learning environment used in the learning process. It might be stated that other kinds of learning environment such as intellectual, physical, administrative ones are not evaluated as well as its positive impact. [From the publication]