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 Engagement
Assistant Professor, School of Medicine - College of Education & Human Development
2014 Celebration of Teaching and Learning
February 7, 2014
AFTER THE SESSION, YOU WILL BE ABLE TO:
• Identify characteristics of adult learners
• Define who is considered an “adult”
• Identify assumptions about adult learners
• Differentiate Pedagogy vs. Andragogy
• Analyze motivational theory as it relates to adult learners
• Share strategies to enhance adult motivation for learning
WHO IS AN ADULT LEARNER?
ARE THESE OUR ADULT LEARNERS?
HOW WOULD YOU DESCRIBE
YOUR LEARNERS?
GUESS WHO’S COMING TO DINNER?
BAIN 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.
WHAT ARE SOME STRATEGIES YOU USE TO GET TO
KNOW YOUR STUDENTS?
• In face to face classroom?
• In an on-line environment?
AN*DRA*GOGY
• Malcolm 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/teaching
• Ped (paid)=child agogus=leading/teaching
• Pedagogy is “the art and science of teaching children.”
PEDAGOGY VS. ANDRAGOGY
Pedagogy
Andragogy
• Learner: Dependent upon
instructor
• Learner: Self-directed,
responsible for own learning
• Experience: very little experience
to be used as resource for learning
• Experience: bring a wealth of
experience to learning
• Readiness to learn: told what they
have to learn and when to move to
next level.
• Readiness to learn: Life change
may trigger readiness to learn.
Need to know to perform better in
one’s life.
• Orientation to learning: learn
according to subject matter
• Motivation for learning: primary
motivation comes from external
pressures, grades, fear of failure.
• Orientation to learning: Learning
to solve real problems.
• Motivation for learning: Internal,
self-esteem, better quality of life,
self-actualization.
RELATIONSHIP OF INSTRUCTOR & LEARNER IN
PEDAGOGICAL MODEL AND ANDRAGOGICAL MODEL
Instructor
Learner
Learner
Instructor
6 CORE PRINCIPLES OF ANDRAGOGY
1. Adults need to know reasons for learning; how it will affect
them
2. Adults are self-directed and autonomous (self-concept)
3. Adults have a wealth of experience & knowledge
4. Adults prefer problem solving approach to learning
5. Adults want to apply new knowledge and skills
immediately (orientation to learning)
6. Adults have unique motivations for learning
IN YOUR TEACHING/FACILITATION OF LEARNING
HOW WOULD YOU DESCRIBE YOUR APPROACH?
• Are you more of a…
• Pedagogue
• Andragogue
MOTIVATION = “MOTIVUS”
• Motivation 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)
THEORETICAL APPROACHES
Behavioral
Humanistic
Cognitive
SocialCognitive
Sociocultural
EXTRINSIC MOTIVATORS FOR ADULTS
• Career advancement or promotion
• Earn more money
• Gain prestige from higher degree
• Job required changes or compliance
• Rewards
• Incentives, bonuses
• Expectations of others
INTRINSIC MOTIVATORS FOR ADULTS
• Self-esteem
• Self-fulfillment
• Personal growth
• Self-actualization
• Goals
• Expectations
• Self-efficacy
MOVING LEARNERS
FROM EXTRINSIC TO INTRINSIC MOTIVATORS
(Bain)
• Teachers should avoid extrinsic motivators by:
• Giving students control over their own education
• Display a strong interest in their learning and a faith in
their abilities.
• Offer non-judgmental feedback on student’s work
• Stress opportunities to improve
• Offer students many opportunities to demonstrate their
learning/comprehension
•
Source: Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA. Harvard University
Press.
WLODKOWSKI’S 5 PILLARS OF MOTIVATING
INSTRUCTION (2008)
1. Expertise
2. Empathy
3. Enthusiasm
4. Clarity
5. Cultural Responsiveness
Wlodkowski, R. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching
all adults. (3rd ed.). San Francisco, CA: Jossey-Bass.
STRATEGIES
• We must understand learners
• Accept differences among students and faculty
• Engage students in setting goals and expectations
• Be flexible in schedule, assignments, etc.
• We must show adult learners how to be successful
in our classes
• Plan activities with motivation in mind
THANK YOU!
QUESTIONS/ COMMENTS/SUGGESTIONS?
REFERENCES
• Bain, 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 21 st 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.
REFERENCES
• 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): 5467.
• Svinicki, M. D. & McKeachie, W. J. (2014). McKeachie’s 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.