Adult+Learning+and+Motivation

__**Adult Learning and Motivation**__  Learning has been defined in several ways to include all aspects of changes and experiences of learners. Learning deals with the process of how the mind retains knowledge. Explanations of what happens in this process are considered learning theories.  The Learning theory of Andragogy (Knowles) is the best learning method for adult learners because they are more independent, self-directed, goal-oriented, and self motivated. Since they are self-motivated, the instructors guide these adult students to learn information on their own compared to supplying them with detailed facts.The assumptions of Andragogy describe the reasons for adults participation in adult education is due to life circumstances for example:  However, the key to the success in the pursuit of higher education is Motivation. Since older students are self-directed and motivated, they usually know what they like to learn and why it is important to learn a subject. They also like to relate the subject to some of their life experiences. It is very important to an adult learner to be able to balance other life responsibilities like maintaining a career, be with their family, and at the same time return to school.
 * a goal for promotion,
 * self-enrichment
 * satisfaction.



__**What Motivates Adults to Learn.**__
 * A majority of Adult Learning theories can be placed into two perspectives or frameworks: mechanistic, individualist or socially constructed, contextual
 * both theories believe in intrinsic motivation.

__**Inclusion fosters involvement.**__
 * The feeling of belonging to their group and/or class where everyone is respected will lead to increased motivation.
 * make the student feel as if she or he is valued and respected
 * encourage learner participation because this age group may be a little reluctant to participate.

__**How attitudes influence behavior**__**.**
 * Attitudes are the beliefs or theories a person holds in regard to the outside world
 * attitudes affect how people interact with the world but are affected by their needs which leads to motivation.
 * Adults are goal driven

__**How meaning sustains involvement.**__
 * Assimilation, accommodation and adaptation are fundamental principles needed to keep meaning and motivation prevelant to adults for learning.
 * In adult development, life experiences and events determine how students absorb information.
 * In the Andragogic approach of learning, the learner’s knowledge and experiences play a major role in their reasons for seeking a higher education.
 * Adults need learning to be useful

__**How competence builds confidence.**__
 * Competency and self-efficacy leads adults to higher learning due to building of feelings of confidence.
 * some adults who have poor self-esteem or negative experiences see themselves as having to complete their schooling not because they want but because they have to.

<span style="font-family: Tempus Sans ITC,fantasy; line-height: 150%; margin-bottom: 0cm;">__**Organizing the essential motivational conditions: The motivational framework for culturally**__ __**responsive teaching.**__
 * “... researchers increasingly view cognition as a social activity that integrates the mind, the body, the process of the activity, and the ingredients of the setting in a complex interactive manner.” (Lave, 1988 as quoted in Wiley, 2001)
 * the above four conditions all contribute to adult learning.

<span style="font-family: Tempus Sans ITC,fantasy; line-height: 150%; margin-bottom: 0cm;">__**Factors that can affect Adult Learning and Motivation**__
 * <span style="font-family: Times New Roman,serif; font-weight: normal; line-height: 150%; margin-bottom: 0cm; text-decoration: none;">Aging: biological or physical changes can affect the bodies senses, nervous system as well as diseases
 * <span style="font-family: Times New Roman,serif; font-weight: normal; line-height: 150%; margin-bottom: 0cm; text-decoration: none;">Psychological: major live events such as death, health complications
 * <span style="font-family: Times New Roman,serif; font-weight: normal; line-height: 150%; margin-bottom: 0cm; text-decoration: none;">Economics: lack of money
 * <span style="font-family: Times New Roman,serif; font-weight: normal; line-height: 150%; margin-bottom: 0cm; text-decoration: none;">Sociocultral: social roles within society, life events can push or pull us from gaining experience as well as age and gender
 * <span style="font-family: Times New Roman,serif; font-weight: normal; line-height: 150%; margin-bottom: 0cm; text-decoration: none;">Cognitive Development: expand knowledge base to lead to greater cognitive thinking
 * <span style="font-family: Times New Roman,serif; font-weight: normal; line-height: 150%; margin-bottom: 0cm; text-decoration: none;">Technology: inexperience? Or experienced?
 * <span style="font-family: Times New Roman,serif; font-weight: normal; line-height: 150%; margin-bottom: 0cm; text-decoration: none;">Teaching Process: see instructor as guide or authority figures, assessments
 * <span style="font-family: Times New Roman,serif; font-weight: normal; line-height: 150%; margin-bottom: 0cm; text-decoration: none;">Value: is it meaningful?

<span style="font-family: Tempus Sans ITC,fantasy; line-height: 150%; margin-bottom: 0cm;">__**Conclusion**__ <span style="font-family: Times New Roman,serif; line-height: 200%; margin-bottom: 0cm;"> When considering the best practices for adult learning, attention must be paid to what motivates older adults to learn. As with any adult learner, motivation is intrinsic, but the instructor does play a pivotal role in maintaining learner motivation. The instructor must make the learner feel included in a learning community due to the fact that the feeling of belonging to a group where everyone is respected leads to increased motivation. The instructor’s attitude influences student motivation because if the instructor shows knowledge in the subject matter and is positive about the subject matter and the learning capabilities of his/her students, student motivation increases. <span style="font-family: Times New Roman,serif; line-height: 200%; margin-bottom: 0cm; text-indent: 1.27cm;">The major motivating factor for adult learners is the allowance of self-directed learning. Since older learners may have a stronger sense of independence, many will welcome a learning environment that allows self direction. When self-directed learning is allowed, learners can self-manage which allows total control of their own learning. This means that the learner is totally responsible for success or failure.

<span style="font-family: Times New Roman,serif; line-height: 200%; margin-bottom: 0cm; page-break-before: always; text-indent: 1.27cm;">References
<span style="font-family: Times New Roman,serif; font-style: normal; font-weight: normal;">Barkley, Elizabeth. (2010). Student Engagement Techniques [The Jossey-Bass Higher and Adult Education Series]. San Francisco: Jossey-Bass Inc. <span style="font-family: Times New Roman,serif; font-style: normal; font-weight: normal;">Caffarella, R., Cranton, P., Merriam, S., & Wlodkowski, R. (2001). Adult Learning: Theories, Principles, and Applications. United States: Jossey-Bass Inc. <span style="font-family: Times New Roman,serif; font-style: normal; font-weight: normal;">Conlan, J., Grabowski, S., Smith, K., (2003). Adult Learning. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching and Technology. Retrieved April 25, 2011, from[| http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning] <span style="font-family: Times New Roman,serif; font-style: normal; font-weight: normal;">Knowles, Malcolm. (1998). The Adult learner. The Definitive Classic in Adult Education and Human Resource Development. Houston: Gulf Publishing <span style="font-family: Times New Roman,serif; font-style: normal; font-weight: normal;">Lieb, Stephen. (1991). Principles of Adult Learning. Retreived April 25, 2011, from [] <span style="font-family: Times New Roman,serif; font-style: normal; font-weight: normal;">Wiley, (2001). Adult Learning Theories, Principles, and Applications [University of Phoenix Custom Edition]. New York: Wiley Custom Publishing <span style="font-family: Times New Roman,serif; font-style: normal; font-weight: normal;"> Zemke, Ron and Susan. (1984). 30 Things We Know For Sure About Adult Learning. //Innovation Abstracts (Vol VI, No.8)//