Creating Motivation in Adult Learners
- John Boylan
- Dec 12, 2016
- 2 min read
How does one create motivation within the adult learner? Well… with the vast array of adult learners taking courses and/or programs today, whether it be for professional development, requirement of their positions, or just for learning something new, adult educators need to ensure that for the lesson to be successful - the adult learner must be motivated. Malcolm Knowles (1980), a well-respected American education, introduced his six assumptions of adult learners. One of those characteristics identified was adults are driven by internal motivation (Merriam & Bierema, 2014, p. 47). This is an important aspect the adult educator needs to be aware of when designing, developing and delivering their class for their learners. As the website article entitled Adults in modern society are on a lifelong educational journey, written by Kathleen O’Connell from the University of Maryland in 2005, she points out that “Humans are constantly learning in both formal and informal learning situations” “We enjoy purposeful, challenging tasks that use our attention, concentration, effort, and imagination…” “Motivation is influenced largely by our emotions, influencing our engagement.” (Retrieved from http://userpages.umbc.edu/~koconne1/605TheAdultLearner/index.htm). Michael W. Galbraith (2004) also reinforces this statement by informing adult educators that “The key to effective instruction is to evoke and encourage this natural inclination.” “As adults [we] want to learn things that make our lives better and make us more effective in any situation.”
The website then continues on to provide some great motivational strategies that can be incorporated into the learning environment to stimulate motivation. Some examples include: establish inclusion (i.e. multidimensional sharing). Provide an opportunity for each student to see each other in a situation that exposes their emotions and experiences. Another tool is the concept of collaborative learning. This process will allow groups (instructors and students) to work collectively together, construct understanding and develop meaning of the learning (another important characteristic of adult learners identified by Knowles). Another valuable technique is to cultivate interest and curiosity. Simple tasks in the classroom can be as follows: discuss a surprising event in students’ lives, surprise students with something every class, and have students keep a creative journal. A very important aspect to include in the learning (from the very start) is to develop a positive attitude. Make sure the learners get to witness the successes of their peers – so that they gain the confidence that they too can achieve this goal. Finally, ensure that you first and foremost establish participation guideline within the learning environment. These are the house rules of the classroom that everyone is fully aware of (as it will be developed by them via consensus). Examples include: listen carefully, to different perspectives, no blaming, respect each other, keep personal information shared confidential, share time, and focus on your own learning. With all these strategies in place, the educator is bound to set the stage for some inspirational motivation to take shape within the adult learners, as well as creating a positive learning environment to allow the motivation and learning to continue. Mission accomplished!
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