Running head: ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

Meashel Mason
March 3, 2016
OMDE Research Project
University of MD, University College

ANDRAGOGY PRACTIVES HELP CONTINUE MOITVATION

How Can the Usage of Andragogy Principles Help Adult Learners Stay Motivated?
I.

II.

III.

IV.

V.

Introduction
a. Motivation for adult learners in distance education programs.
b. The idea of using andragogy design principles in distance education
c. This goal of this research is
i. Develop ways to keep adults motivated
ii. Diminish drop-out rates in distance education
iii. Encourage distance education professionals to use the
andragogy design principles
Literature Review
a. History: Pedagogy to Andragogy (Knowles, M., 1984; Chan, 2010)
b. Five Assumptions of Andragogy (Pappas, C., 2014; Pappas, C., 2013)
i. Self-Concept
ii. Adult Learner Experience
iii. Readiness To Learn
iv. Orientation to Learning
v. Motivation to Learn
c. Four Principles of Applying Andragogy (Knowles, M., 1984)
i. Provide students with explanation of why specific things are
being taught. For example, there needs to be explanations of
functions and operations.
ii. Instructions should be based on task-orientation instead of
memorization
iii. Instructors should be considerate of the different backgrounds
of their student learners.
iv. The instructor should allow the students to discover things on
their own.
Views of Motivation
a. Defining motivation (Schunk et al., 2008)
b. Contemporary views (Brophy, 2010)
c. Self-Determination Theory
i. Defining self-determination theory
ii. Extrinsic motivation
iii. Intrinsic motivation
Applying Andragogy Designs Assumptions
a. Andragogical assumptions should be used to guide the online course
facilitator to understand the realities of adult learners, and to foster a
collaborative online environment (Burge, 1988)
b. Online course facilitators should know their audience as well as
understand their needs, backgrounds, characteristics, and
expectations (Hanna et al., 2000)
c. Online courses must be carefully structured to allow flexibility and
learner input regarding course goals and assignments, and to draw on
learner experiences, thus increasing course value to the participants
(Hanna, et al., 2000; Palloff & Pratt, 2001).
d. Feedback from both the facilitator and peers
Methodology
a. Survey Questions

ANDRAGOGY PRACTIVES HELP CONTINUE MOITVATION

VI.

VII.

i. Have you ever taken a course that was conducted primarily

online, either here at the University or somewhere else?
ii. How many online courses have you taken?
iii. Overall, to what extent are you dissatisfied or satisfied with the
online course(s) you have taken?
iv. What do you like MOST about taking online courses?
v. What do you like LEAST about taking online courses?
vi. Do you disagree or agree that courses delivered entirely online
meet the same quality standards as classroom courses?
vii. Has your instructor made the online course fun for you?
viii. Do you ever experience moments of wanting to not continue
your education online?
ix. Was there a time which you felt unmotivated to learn?
x. Does this course spark motivation to use what you have learned
in your work/life experiences?
xi. Is there anything that your instructor can improve on to keep
you motivated?
b. Additional Information
i. Please indicate your current registration status.
ii. Please indicate your age within the following ranges.
iii. Please indicate your nationality.
c. Research methods explanation
i. How were the subjects picked to answer the survey questions
Analysis
a. Common answers/trends between subjects whom have answered the
surveys
b. Analysis of motivation amongst tested subjects
c. Analysis of room for improvement amongst distance education
professionals
Conclusion
a. Review of how motivation to learn by adult students are necessary in
distance education
b. How distance education professionals need to implement andragogy
design principles in the courses to better teach their students and
keep them motivated to continue their education
c. Provide feedback on rooms for improvement in motivating distance
education students
d. New findings in distance education motivation

ANDRAGOGY PRACTIVES HELP CONTINUE MOITVATION

References
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design,
AACE Journal, 16(2), 137-159.
Chan, S. (2010). Applications of Andragogy in Multi-Disciplined Teaching and Learning.
Journal of Adult Education Vol. 39, Number 2. Retrieved March 7, 2016 from
http://files.eric.ed.gov/fulltext/EJ930244.pdf
Clardy, A. (2005). Andragogy: Adult Learning and Education at its Best?
Hartnett, M., & St. George, A. (2011). Examining Motivation in Online Distance Learning
Environments:Complex, Multifaceted, and Situation-Dependent. Vol. 12 (6). Retrieved
on March 7, 2016 from http://www.irrodl.org/index.php/irrodl/article/view/1030/1954
Hough, M. (2011). Motivation of adults: implications of adult learning theories for distance
education.
Isenberg, S. (2007). Applying Andragogical Principles to Internet Learning.
Keller, J. Instructional Design Models and Theories: Kellers ARCs Model of Motivation
Knowles, M. (1984). Andragogy: An Emerging Technology for Adult Learning
Knowles, M. The Modern Practice of Adult Education From Pedagogy to Andragogy.
Retrieved on March 7, 2016 from http://www.dehfsupport.com/Andragogy.pdf
McGrath, V. (2009). Reviewing the Evidence on How Adult Students Learn: An Examination of

ANDRAGOGY PRACTIVES HELP CONTINUE MOITVATION

Knowles Model of Andragogy. The Irish Journal of Adult and Community Education,
p99-110 2009
Miltiadou, M. & Savenye, W. Applying Social Cognitive Constructs of Motivation to
Enhance Student Success in Online Distance Education
Keller, J. First principles of motivation to learn and e-learning
Pappas, C. (2013). The Adult Learning Theory-Andragogy. Retrieved on March 7, 2016 from
http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Pappas, C. (2013) How To Motivate Adult Learners. Retrieved from March 7, 2016 from
http://elearningindustry.com/17-tips-to-motivate-adult-learners
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education (3rd ed.). Upper
Saddle River, NJ: Pearson Merrill Prentice Hall
Spodick, E. (1996). The Evolution of Distance Learning. Hong Kong University of Science &
Technology Library. Retrieved on March 6, 2016 from
http://sqzm14.ust.hk/distance/distance-1.html
Willging, P. & Johnson, S. (2004) Factors that Influence Students Decisions to Dropout of
Online Courses. JALN Vol. 8(4).

ANDRAGOGY PRACTIVES HELP CONTINUE MOITVATION