Motivation for Adult Learners
Presented by
Stephanie B. Narvell, PHR
Learning Objectives
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At the conclusion of this workshop,
you will be able to:
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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
Malcolm Shepherd Knowles
(1913-1997)
Father of Adult Learning
Who is Malcolm Knowles?
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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.
Pedagogy
Andragogy
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Dependent on teacher
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Experience is of little worth
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Subject – centered learning
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Learners a rich source for
learning
Problem-center leaning
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Postponed application
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Immediacy of application
Teacher diagnoses needs,
develops objectives and
evaluates students
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Increasing self-directiveness
Mutual self-diagnosis,
mutual negotiation and
mutual measurement
Characteristics of
Adult Learners
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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
Six Factors Serve as Sources of
Motivation for Adult Learning
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Develop social relationships
Escape/Stimulation
Social welfare
Personal advancement
External expectations
Cognitive interest
Learning Tips for
Effective Instructors
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Set a friendly, open atmosphere
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Set an appropriate level of concern
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Set an appropriate level of difficulty
Implementing Adult Learning
Principles into Distance Education
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Motivating students and eliminate anxiety by:
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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
Final Thought
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Tell me and I will forget
Show me and I will remember
Involve me and I will understand
Step back and I will act
(Chinese proverb)
References
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Knowles, M. S. (1968). Andragogy, not
pedagogy. Adult Learning. 16(10). 350352, 386.
Knowles, M. S. (1980). The modern practice
of adult education: From pedagogy to
andragogy. (2nd ed.). New York: Cambridge
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Books.
Zemke, R. (2002) A pocket guide to useful
learning theories. Training. 39(9). 90-91.