Motivation for Adult Learners

1. Motivation for Adult Learners Presented by Stephanie B. Narvell, PHR

2. Learning Objectives • At the conclusion of this workshop, you will be able to: • Explain the difference between Andragogy and Pedagogy • Identify the characteristics of adult learners • Determine the six factors that serve as a source of motivation for adult learners • Discuss the three critical learning strategies for effective instructors

3. Malcolm Shepherd Knowles (1913-1997)Father of Adult Learning

4. Who is Malcolm Knowles? In 1940, Director of Adult Education at YMCA in Boston which lead to a book entitled Informal Adult Education (1950) In 1960, accepted a position with Boston University – teachings went from an informal environment to formal, academic environment Met a Visiting Professor from Yugoslav who introduced Knowles to the term “andragogy” (the art of science of how adults learn) In 1970, wrote a book entitled The Modern Practice of Adult Education: Andragogy versus Pedagogy.

5. Dependent on teacher Experience is of little worth Subject – centered learning Postponed application Teacher diagnoses needs, develops objectives and evaluates students Increasing self-directiveness Learners a rich source for learning Problem-center leaning Immediacy of application Mutual self-diagnosis, mutual negotiation and mutual measurement Pedagogy Andragogy

6. Characteristics of Adult Learners • Adults need to know why they are learning; how will it affect them? • Adults are autonomous and self-directed • Adults have a lifetime of experience • Adults use a hands-on problem-solving approach to learning • Adults want to apply new knowledge and skills immediately • Adults need to be shown respect

7. Six Factors Serve as Sources of Motivation for Adult Learning • Develop social relationships • Escape/Stimulation • Social welfare • Personal advancement • External expectations • Cognitive interest

8. Learning Tips for Effective Instructors • Set a friendly, open atmosphere • Set an appropriate level of concern • Set an appropriate level of difficulty

9. Implementing Adult Learning Principles into Distance Education • Motivating students and eliminate anxiety by: • Gaining student attention before the actual start date of the course • Addressing students individually and often (i.e.: when they introduce themselves to the group) • Focusing on the desired outcomes at the beginning of each chapter/lesson • Assisting learners by organizing material into logical chunks of information • Providing learning experiences that promotes short-term to long-term learning (provide activities that promote critically thinking skills) • Offering frequent feedback and opportunities for learning reinforcement • Incorporating guided distance learning exercises as practice before beginning to grade material

10. Final Thought • Tell me and I will forgetShow me and I will rememberInvolve me and I will understandStep back and I will act • (Chinese proverb)

11. References • Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Learning.16(10). 350-352, 386. • Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. (2nd ed.). New York: Cambridge Books. • Zemke, R. (2002) A pocket guide to useful learning theories. Training. 39(9). 90-91.