From The Bieber Generation to Boomers and Beyond: An Introduction to Motivation Theory as it Relates to Adult Learners

Michael L. Rowland, Ph.D.Associate Dean, Diversity Initiatives & Community EngagementAssistant Professor, School of Medicine - College of Education & Human Development2014 Celebration of Teaching and LearningFebruary 7, 2014From The Bieber Generation to Boomers and Beyond: An Introduction to Motivation Theory as it Relates to Adult Learners1After the session, you will be able to:Identify characteristics of adult learnersDefine who is considered an adultIdentify assumptions about adult learnersDifferentiate Pedagogy vs. AndragogyAnalyze motivational theory as it relates to adult learnersShare strategies to enhance adult motivation for learning2Who is an Adult Learner?

3Are these our Adult Learners?

4How would you Describe your learners?

Guess whos coming to dinner?

6Bain states, Part of being a good teacher (not all) is knowing that you always have something new to learn-not so much about teaching techniques but about these particular students at this particular time and their particular sets of aspirations, confusions, misconceptions, and ignorance. (p. 174).

Bain, K. (2004). What the best college teachers do. Cambridge, MA. Harvard University Press.

7What are some strategies you use to get to know your students?In face to face classroom?In an on-line environment?An*dra*gogyMalcolm Knowles introduced the term of Andragogy and theory of Adult Learning in U.S.He is considered the father of the Adult Education movement in the U.S.Andragogy is the art and science of teaching adults.Andr=man agogus=leading/teachingPed (paid)=child agogus=leading/teachingPedagogy is the art and science of teaching children.

9Learner: Self-directed, responsible for own learningExperience: bring a wealth of experience to learningReadiness to learn: Life change may trigger readiness to learn. Need to know to perform better in ones life.Orientation to learning: Learning to solve real problems. Motivation for learning: Internal, self-esteem, better quality of life, self-actualization.

Learner: Dependent upon instructorExperience: very little experience to be used as resource for learningReadiness to learn: told what they have to learn and when to move to next level.Orientation to learning: learn according to subject matterMotivation for learning: primary motivation comes from external pressures, grades, fear of failure.

Pedagogy vs. AndragogyPedagogyAndragogy10Relationship of Instructor & Learner in Pedagogical Model and andragogical model116 core principles of AndragogyAdults need to know reasons for learning; how it will affect themAdults are self-directed and autonomous (self-concept)Adults have a wealth of experience & knowledgeAdults prefer problem solving approach to learningAdults want to apply new knowledge and skills immediately (orientation to learning)Adults have unique motivations for learning12In your teaching/facilitation of learningHow would you describe your approach?Are you more of aPedagogueAndragogue

Motivation = motivusMotivation is a moving cause. Motivation is the natural capacity to direct energy in pursuit of a goal. (Wlodkowski, 1997)Motivation helps the learners persists when they encounter obstacles. (Corro, 2000)Motivation is an influence or a stimulus. It drives people toward achievement of a goal. (Gom, 2009)

14Theoretical Approaches15Extrinsic Motivators for adultsCareer advancement or promotionEarn more moneyGain prestige from higher degreeJob required changes or complianceRewardsIncentives, bonusesExpectations of others16Intrinsic Motivators for adultsSelf-esteemSelf-fulfillmentPersonal growth Self-actualizationGoalsExpectationsSelf-efficacy

17Moving learners from extrinsic to intrinsic Motivators (Bain)Teachers should avoid extrinsic motivators by:Giving students control over their own educationDisplay a strong interest in their learning and a faith in their abilities.Offer non-judgmental feedback on students workStress opportunities to improveOffer students many opportunities to demonstrate their learning/comprehension

Source: Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA. Harvard University Press.18Wlodkowskis 5 pillars of motivating instruction (2008)ExpertiseEmpathyEnthusiasmClarityCultural Responsiveness

Wlodkowski, R. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. (3rd ed.). San Francisco, CA: Jossey-Bass.

19StrategiesWe must understand learnersAccept differences among students and facultyEngage students in setting goals and expectationsBe flexible in schedule, assignments, etc.We must show adult learners how to be successful in our classesPlan activities with motivation in mind

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Thank you!Questions/ comments/suggestions?

ReferencesBain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.Brophy, J. (2004). Motivating students to learn. (2nd ed.). Mahwah, NJ: Erlbaum.Gorges, J. & Kandler, C. (2011). Adults learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences, 22, 610-617.Hidi, S. & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2): 151-179.Knowles, M.S., Holton III, E. F., & Swanson, R.A. (2005). The adult learner: The definitive classic in adult education and human resource development.(6th ed.). Burlington, MA: Elsevier.Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass Publishers.22References Nilson, L. B. (2010). Teaching at its best: A research-based resource fo college instructors. (3rd ed.). San Francisco, CA: Jossey-Bass.Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, (4), 667-686. doi:10.103/0022-0663.95.4.667.Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Class definitions and new directions. Contemporary Education Psychology, 25 (1): 54-67.Svinicki, M. D. & McKeachie, W. J. (2014). McKeachies teaching tips: Strategies, research, and theory for college and university teachers. (14th ed.). Belmont, CA: Wadworth Cengage Learning. Wlodkowski, R. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. (3rd ed.). San Francisco, CA: Jossey-Bass.

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