Adult Motivation

1. Adult Motivation Elements of Motivation for Adult Learners in Distance Education Storyboard By Christine Wallo

2. Motivation Dependent Elements Volition Instructor Immediacy Collaborative Construction of Knowledge Peer and Family Support

3. Volition (Will as a “Steersman”) Selective Attention (“protective function volition”) Kuhl, 1984, p. 216 – “shields the current intention by inhibiting the processing of information about competing action tendencies.

4. Volition Encoding Control: facilitates the protective function of volition by selectively encoding those features of incoming stimulus that are related to the current intention and ignoring irrelevent ideas.

5. Volition Emotion Control: managing emotional states to allow those that support the current intention and suppress those, such as sadness, in regard to a competing intention that might undermine it.

6. Volition Motivation control: maintaining and reestablishing saliency of the current intention especially when the strength of the original tendency is not strong. (“I must do this even though I don’t really want to.”)

7. Volition Environment control: Creating an environment that is free of uncontrollable distractions and making social commitments, such as telling people what you plan to do, which help to protect the current intention.

8. Volition Parsimonious information processing: Knowing when to stop, making judgments about how much information is enough and making decisions that maintain active behaviors to support the current intentions.

9. Benefits of Volition and Action Control Strategies There is empirical evidence indicating that the use of volitional strategies is related to decreased delay of gratification, increased effort, and better time and study management.

10. Motivation of Instructor Immediacy • The prevalance of the internet has profoundly affected many aspects of society, including higher education where the demand for online learning is growing exponentially. • Baker, C. (2010) The impact of instructor immediacy and presence for online student affective learning, cognition and motivation. The Journal of Educators Online, (7) 1 pp. 1-25. Tarleton State University.

11. Instructor Immediacy & Motivation “Interaction is at the heart of the learning experience and is widely cited as a defining characteristic of successful learning in both traditional and online learning environments. (Picciano, 2007; Swan, 2002; Wanstreet, 2006)

12. Instructor Immediacy • Moore’s transactional distance theory explains why the use of electronic communication tools may encourage interaction among learners and the instructor in an online environment • “the quality of teaching and interactions among students and the instructor relates less to geographical separation and more to the structure of the course and interactions.”

13. Instructor Immediacy – Theory II Communication immediacy is a concept proposed by Mehrabian (1971) refers to physical and verbal behaviors that reduce the physicalogical and physical distance between individuals. Non-verbal immediacy includes physical behaviors (leaning forward, touching another, looking in another’s eyes, etc.)

14. Instructor Immediacy – Theory II cont. Verbal immediate behaviors are not physical behaviors (giving praise, humor, using self-disclosure). Much of the immediacy research in web-based courses has centered on the instructor’s use of verbally immediate behaviors (e.g. instructor immediacy).

15. Instructor Presence Social Presence is the feeling group members communicate with people instead of impersonal objects. Restricted communication channels decrease social presence within the group. Instructors must be “seen” to be perceived as present in online learning communities (Picciano, 2002).

16. Instructor Presence, cont. • In online world presence requires action (Blignaut & Trollip, 2003) • Online presence is established when instructors develop: • Consistent patterns of interaction • Communication accessibility • They provide consistent and substantive feedback, moderate discussion effectively, and provide content expertise through discussion posts to re-start stalled discussions.

17. Instructor Immediacy (Anderson et al, 2001) Indicators for establishing instructor presence during direct instruction and includes presenting content and questions, focusing the discussion on specific issues, summarizing discussion, confirming understanding, diagnosing misperceptions injecting knowledge from diverse sources and responding to student’s technical concerns

18. Collaborative Construction of Knowledge

19. Collaborative Construction of Knowledge

20. Collaborative Construction of Knowledge and Motivation

21. Collaborative Construction of KnowledgeAttitude “Attitudes & values are…sometimes referred to as the affective domain.” (Krathwohl, Bloom & Masia 1964) As learned dispositions they may modify the behavior of the individual towards classes of things, persons or events. In doing so they affect the choices he makes of his own personal actions (Gagne, p. 4)

22. Collaborative Construction of Knowledge – Learning processes and phases of Instruction

23. Collaborative Construction of Knowledge – Learning processes and phases of Instruction (Gagne, p.5) “The various process of an act of learning can be influenced by events external to the learner. Thus, as an example, the way in which information to be learned is “coded” to enter long-term memory may be influence by a suggested coding provided by a picture or diagram”