Motivation in Adult Education Theory
What is Adult Learning?
An adult learner is "a self-directed person, 24 years of age and above whose engagement and readiness to learn is based on the immediate applicability to the development tasks of his/her social role incorporating his/her reservoir of experience. Learning is "any process leading to a change in efficiency or use of conscious and unconscious cognitive processes that lead to a permanent capacity change not solely caused by biological maturation or aging" (Chao, 2009, p. 906). Therefore, adult learning is any process completed by any adult that leads to the type of learning referred to in the above definition.
Motivation towards adult learning can be categorized into three main areas:
- Work / Economic
- Personal
- Social
What are strengths and weaknesses of Motivation in Adult Learning?
Strengths
Adult learners generally know their goals, needs, and values. They are also typically highly motivated, self-directed, relevancy-oriented, and learn best from experience. This knowledge and these qualities make them easier to motivate.
Weaknesses
Many adult learners were taught in traditional classrooms and may be unfamiliar and uncomfortable with the new technology and methods for instructing and learning. They may also have obligations that can interfere with their motivation to learn.
Adult learners generally know their goals, needs, and values. They are also typically highly motivated, self-directed, relevancy-oriented, and learn best from experience. This knowledge and these qualities make them easier to motivate.
Weaknesses
Many adult learners were taught in traditional classrooms and may be unfamiliar and uncomfortable with the new technology and methods for instructing and learning. They may also have obligations that can interfere with their motivation to learn.
How is the Motivation in Adult Learning theory applied in practical settings?
Motivational Strategies are methods used by an instructor to enhance a learners' motivation.
Motivational Strategy
1. Establish Inclusion 2. Develop a Positive Attitude 3. Enhance Meaning 4. Engender Competence |
Application in Educational setting
1. Allow groups to work together to:
2. Ensure that the following features are incorporated in the learning environment:
3. Utilize a variety of strategies to enhance student engagement
4. Create authentic performance tasks for assessment purposes. Tasks are authentic if they:
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Which researchers are associated with the Motivation in Adult Education Theory?
Cyril O. Houle
Cyril O. Houle is the author of the book The Inquiring Mind, which gave society its first in-depth view of adults and their motivaton to continue to seek education and knowledge after their formal education years.
Houle undertook one of the first legitimate attempts to develop an understanding of the education of an adult by studying the actual individual involved in the learning rather than focusing on the institution that they attended. Houle found that all of the adults he interviewed had three learning orientations is common. They were goal-oriented, activity-oriented, and learner oriented.
Malcolm Knowles
Malcolm Knowles is known as the founding father of adult learning. He advocated the concept of andragogy, the art and science of helping adults learn, in 1973. This concept was postulated on the following six assumptions about adult learner characteristics:
1. As a person matures, his or her self-concept moves from dependent toward self-directed.
2. An adult gains experience, which becomes an increasing and important resource for learning.
3. An adult's readiness to learn is closely related to the developmental tasks of his or her social role.
4. An adult's need for immediacy of application of knowledge increases.
5. An adult's strongest motivators are internal rather than external.
6. Adults have a need to know why they need to learn something.
1. As a person matures, his or her self-concept moves from dependent toward self-directed.
2. An adult gains experience, which becomes an increasing and important resource for learning.
3. An adult's readiness to learn is closely related to the developmental tasks of his or her social role.
4. An adult's need for immediacy of application of knowledge increases.
5. An adult's strongest motivators are internal rather than external.
6. Adults have a need to know why they need to learn something.
Which research supports or criticizes the Motivation in Adult Learning Theory?
http://www.adulterc.org/Proceedings/2012/papers/lin.pdf
This article reflects a study that was proposed in an effort to provide a more current and deeper understanding and
awareness of the motivations of older adult learners. It answers the questions, “What are the intrinsic motivations to learn?”
and “To what extent can intrinsic motivation to learn be explained by personal and instructional variables?” Its
findings support and present a rationale for improving instructional design to include more learning activities that enhance and maintain adult learners’ participation in education.
This article reflects a study that was proposed in an effort to provide a more current and deeper understanding and
awareness of the motivations of older adult learners. It answers the questions, “What are the intrinsic motivations to learn?”
and “To what extent can intrinsic motivation to learn be explained by personal and instructional variables?” Its
findings support and present a rationale for improving instructional design to include more learning activities that enhance and maintain adult learners’ participation in education.
References
Lin, Yi-yin & Sandmann, Lorilee R. Toward a New Motivation for Older Adult Learning. University of Georgia. http://www.adulterc.org/Proceedings/2012/papers/lin.pdf
Schunk, D. H. (2014). Motivation in Education: Theory, Research, and Applications . New York: Pearson Education, Inc.
Schunk, D. H. (2014). Motivation in Education: Theory, Research, and Applications . New York: Pearson Education, Inc.