Before we look at how to motivate adult learners let’s look at the term we give to adult learning: “andragogy”. Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. This term was originated in 1833 by Alexander Kapp, a German educator.
Later, the term andragogy was further developed into a theory of adult education by Malcolm Knowles (Knowles, 2005). Knowles’ theory states six assumptions of adult learning:
- Adults need to know the reason for learning something (Need to Know)
- Experience (including error) provides the basis for learning activities (Foundation).
- Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept).
- Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness).
- Adult learning is problem-centered rather than content-oriented (Orientation).
- Adults respond better to internal versus external motivators (Motivation).
So let’s expand on these a little more by looking at the characteristics of adult learners. First, adults are autonomous and self-directed. They need to be free to direct themselves. Instructors must actively involve adult participants in the learning process and serve as facilitators. The job of an instructor is to instruct students which may not be motivational for adult learners. Facilitators, on the other hand, are there to help the learner learn.
The concept of facilitation acknowledges that each person must do his or her own learning, in his or her own way, and that the learner must be in control of that. Specifically, they must get participants’ perspectives about what topics to cover and let them work on projects that reflect their interests. They should allow the participants to assume responsibility for presentations and group leadership.
There are many ways in which this can be done. A facilitator could assign students to specific groups and then allow the groups to determine who the leader(s) will be, what type of project/presentation they will present; how it will be constructed, etc. They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts. Finally, they must show participants how the class will help them reach their goals.
Secondly, adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. To help them do so, the instructor should draw out participants’ experience and knowledge which is relevant to the topic. They must relate theories and concepts to the participants and recognize the value of experience in learning.
Third, adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. Therefore, they appreciate an educational program that is organized and has clearly defined elements. Instructors must show participants how this class will help them attain their goals. This classification of goals and course objectives must be done early in the course.
Fourth, adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. Therefore, instructors must identify objectives for adult participants before the course begins. This means, also, that theories and concepts must be related to a setting familiar to participants. This need can be fulfilled by conducting a learner analysis.
Fifth, adults are practical, focusing on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be useful to them on the job.
Lastly, as do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class.
Now that we know the characteristics of adult learners how do we motivate them? At least six factors serve as sources of motivation for adult learning: (Lieb)
- Social relationships: to make new friends, to meet a need for associations and friendships.
- External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority.
- Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.
- Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.
- Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life.
- Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.
© 2019 Rhonda L Foster. All Rights Reserved.
