motivating adult learners

Motivating Adult Learners : 

Motivating Adult Learners University of Tennessee Distance Education Conference 2010

Welcome : 

Welcome Have a seat Make yourselves comfortable Turn off all cell phones and pagers Exits are located at front & rear of the room Restrooms are located in the hallway to the left

Conference Outline : 

Conference Outline Define Motivation Discuss Adult Learner Needs Identify Motivational Axioms Define Motivational Factors Identify Triggers for Adult Learning Recognize Motivational Challenges

Motivation has been defined as: : 

Motivation has been defined as: Willingness of the learner to embrace learning (Redman, 2007)

Motivation has been defined as: : 

Motivation has been defined as: Psychological force that moves a person toward an action (Haggard, 1987)

Motivation has been defined as: : 

Motivation has been defined as: Movement in the direction of reaching a goal (Kort, 1987)

Why Motivation is Important : 

Why Motivation is Important Online learning requires more motivation than traditional classroom-based instruction (Ransdell, 2009)

Why Motivation is Important : 

Why Motivation is Important It is widely accepted that being a lifelong learner is necessary to survive our rapidly-changing and technologically-complex society (Kungu & Machtmes, 2009)

Motivational Factors: Facilitating or Blocking : 

Motivational Factors: Facilitating or Blocking Personal Attributes Environmental Influences Relationship Systems

Motivational Axioms : 

Motivational Axioms State of Optimum Anxiety Learner Readiness Realistic Goals Learner Satisfaction/Success Uncertainty Reduction or Maintenance

“Triggers” for Adult Learning : 

“Triggers” for Adult Learning Role of learner emphasized Learner-centered Voluntary Mostly self-directed Applicability to real life tasks (Kungu & Machtmes, 2009)

Why adult learners choose distance education? : 

Why adult learners choose distance education? To meet personal development needs Compatibility Degree = economic competitiveness Flexibility Role of learner emphasized No childcare or transportation issues Learning is life-centered (O’Lawrence, 2007)

Motivational Challenges : 

Motivational Challenges Distractions Self-discipline Lack of commitment Poor time management skills Reluctance to assume responsibility Technical problems Lack of family support (Chi-hung, 2008), (Kyong-Jee, 2009), and (Young Sek, 2008)

Our speaker will be out in a few moments.We hope that you enjoy the conference. Thank you for joining us today! : 

Our speaker will be out in a few moments.We hope that you enjoy the conference. Thank you for joining us today!

References: : 

References: Bastable, S.B. (2008). Nurse as educator: Principles of Teaching and Learning for Nursing Practice (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers. Chi-hung, Ng. (2008). Motivation among older adults in learning computing technologies: A grounded model. Educational Gerontology, 34, 1-14. doi: 10.1080/03601270701763845 Haggard, A. (1989). Handbook of patient education. Rockville, MD: Aspen. Kort, M. (1987). The challenge for today’s health promoter. Canadian Nurse, 83(9), 16-18.

References cont’d: : 

References cont’d: Kungu, K., & Machtmes, K. (2009). Lifelong learning: Looking at triggers for adult learning. The International Journal of Learning, 16(7), 501-511. Kyong-Jee, K. (2009). Motivational challenges of adult learners in self-directed e-learning. Journal of Interactive Learning Research, 20(3), 317-336. O’Lawrence, H. (2007). An overview of the influences of distance learning on adult learners. Journal of Education and Human Development, 1(1), 1-8. Ransdell, S. (2010). Online activity, motivation, and reasoning among adult learners. Computers in Human Behavior, 26,70-73. doi: 10.1016/j.chb.2009.09.002

References cont’d : 

References cont’d Redman, B.K. (2007). The practice of patient education: A case study approach (10th ed.). St. Louis, MO: Mosby. Young, Sek Kim. (2008). Reviewing and critiquing computer learning and usage among older adults. Educational Gerontology, 34, 709-735. doi: 10.1080/03601270802000576

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