Although both pedagogics and andragogics are well established fields of study, very few, if any, publications attempt to address both in the same work, with a focus on how knowledge of the one can stimulate knowledge and development in the other. This is explained in the authors' words:
By studying pedagogy, we learn more about andragogy, and by studying andragogy, we learn more about pedagogy. Why separate the two fields form each other? After all, from pedagogy to andragogy, it should be seen as a continuum of one's education as an integral part of lifelong learning process.
In 16 well-written, well-structured chapters this volume addresses various facets of ICTs and teaching and learning relevant to children (pedagogics) and adults (andragogics). The tone is set by chapter 1, reporting on pedagogics and teaching and learning. Other chapters cover the utilisation of interactive technologies to engage, integrate, involve and increase communication, e-learning for K-12 and adult learners, assessing online learning pedagogically and andragogically, virtual academic advising, e-mentoring initiatives, and curriculum development for online learners. Gender issues in online education, instructional methods for online learners, age issues in online teaching, the use of Web 2.0 technologies, motivation in distance education and the facilitation of learning are also covered. The last two chapters deal with the facilitation of cultures in online teaching, and a summary of teaching approaches in the traditional classroom and a virtual environment.
Each chapter starts with an abstract and an extensive list of references and is written in a very accessible style, making it suitable to researchers and postgraduate students, as well as undergraduates needing an introduction to topics of interest and an understanding of how pedagogy and andragogy can infuse each other. There is also some information on the authors (all well qualified to write on the topic) and a basic index.
I can offer no criticism of this work apart from the price, which is really very compared with publications from some other US publishers (e.g. Information Today). This seems to be a trend with publications from Information Science Reference. That being said, I can still recommend this volume to a wide audience, including researchers, practitioners, and university students – not only in the field of education but in any other field involved with teaching.
