Motivating Adult Learns

1. MOTIVATINGAdult Learners Daniel Bivins Principle of Distance Education Daniel Bivins EDUC – 8842 Fall 2009 1

2. Overview In this program Daniel Bivins discuss the challenges facing Adult Education Daniel Bivins 2

3. Overview This Video Presentation will provide the basic framework for evaluating and validating the objectives that are needed to further the studies in Adult Educational Programs Daniel Bivins 3

4. Adult Learners Section 1 Discussion. Examine which are the Main problem of adult learners. There is a significant amount of adult learners withdrawing within the first few weeks of the courses due to the online educators failure to create social construction of knowledge that promotes initiative as well as creativity Daniel Bivins 4

6. Adult Abuse

7. Family

8. Motivation Daniel Bivins 5

11. Critical Elements of Educator Learning (1) Motivation (2) Reinforcement (3) Retention (4) Transference Daniel Bivins 7

12. Adult Learners Motivation: Educators must motivatethe learners during the beginning of the course because it establishes a friendly open learning environment that shows the learners that they can learn, but most of all, it shows them that the educator will help them learn Daniel Bivins 8

15. The learning practice of using memory, motivation, and thinking .

16. The amount learned depends on the processing capacity of the learner.Daniel Bivins 10

17. Adult Learners Reinforcement Educators must learn to reinforce their learning skills by using their best teaching methods. In a recent article “Development of a User-Friendly Instrument for Identifying the Learning Strategy Preferences of Adults” by Conti (2009), he points out that to reinforce a learner’s skill, the educator must identify the adult preferences in their learning needs. Daniel Bivins 11

18. Adult Learners Reinforcement This can be accomplished by using the method known as ATLAS, which is a learning method that is used to quickly identify the learning strategy preferences of adults. ALTLAS can be used for either self-assessment or, an educator can use it in order to quickly identify how an individual learner approaches learning. Researchers have found that educators are delivering positive reinforcement in their role of teaching. Results show that the proposed approach increases the motivation of the adult's task familiarity. . Daniel Bivins 12

19. Adult Learners Retention Educators must teach learners to retain information needed to achieve higher education. According to Loyen’s (2009) British Journal of Educational Psychology, a team of researchers examined their conception of constructive learning in order to identify the most effective learning approach to maintain learner interests in learning. Daniel Bivins 13

21. To generate knowledge and meaning from your own experience

22. Learners interpret the information and the world according to their personal knowledge Daniel Bivins 14

23. Adult Learners Transference Educators must teach adult learners to transfer experience and knowledge to new learning skills. In a recent article written by Hill (2009), the author explores the impact of connectitive as a learning theory, which provides insight into learning skills and tasks needed to flourish in this digital age. Daniel Bivins 15

24. Adult Learners What is Connectivism ? Is a Learning theory for the digital age. What does this mean? Basically, learners must have the ability to recognize what knowledge is and what is no longer valid so they can acquire new information into new learning knowledge. Daniel Bivins 16

25. Adult Learners Connectivism I believe that adults who learn to become positive transferors will be able to associate new information with something that they already know and at most, the degree of motivation in learner’s ability to pursue higher education will accelerate. Daniel Bivins 17

26. Adult Learners Conclusion However, adults have special needs and their educators must actively involve them to participate in the learning process and serve as facilitators for them. Consequently, regardless of finding adult learners with a low degree of interactivity and lacking in the application and integration of content, the learner must be motivationally challenged and educators must show learners how the education program will help them reach their goals. Finally, teaching practices in motivation, reinforcement, retention, transference and providing the learner with authentic and interactive learning activities such as animations and simulations, and a positive learning climate, these are the best teaching practices that will encourage adult learners to become highly motivated learners. Daniel Bivins 18