Pedagogy-Andragogy Continuum with Cybergogy to Promote Self-Regulated Learning: A Structural Equation Model Approach

Amiruddin, Amiruddin and Fiskia Rera, Baharuddin and Takbir, Takbir and Wirawan, Setialaksana and Muhammad, Hasim (2023) Pedagogy-Andragogy Continuum with Cybergogy to Promote Self-Regulated Learning: A Structural Equation Model Approach. European Journal of Educational Research, 12 (2). pp. 811-824. ISSN ISSN: 2165-8714

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Abstract

The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.

Item Type:	Article
Subjects:	FAKULTAS TEKNIK > Pendidikan Teknik Mesin
Divisions:	FAKULTAS TEKNIK
Depositing User:	Amiruddin Amiruddin
Date Deposited:	07 Jan 2024 06:34
Last Modified:	13 Jan 2024 14:26
URI:	http://eprints.unm.ac.id/id/eprint/34944

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