Motivation for Adult Learners

Presented by
Stephanie B. Narvell, PHR
 Learning Objectives

 At the conclusion of this workshop,

you will be able to:
 Explain the difference between
Andragogy and Pedagogy
 Identify the characteristics of adult
learners
 Determine the six factors that serve as a
source of motivation for adult learners
 Discuss the three critical learning
strategies for effective instructors
Malcolm Shepherd Knowles
(1913-1997)
Father of Adult Learning
 Who is Malcolm Knowles?
 In 1940, Director of Adult Education at YMCA in
Boston which lead to a book entitled Informal Adult
Education (1950)
 In 1960, accepted a position with Boston University
– teachings went from an informal environment to
formal, academic environment
 Met a Visiting Professor from Yugoslav who
introduced Knowles to the term “andragogy” (the art
of science of how adults learn)
 In 1970, wrote a book entitled The Modern Practice
of Adult Education: Andragogy versus Pedagogy.
 Pedagogy Andragogy
 Dependent on teacher  Increasing self-directiveness

 Experience is of little worth  Learners a rich source for

learning
 Subject – centered learning  Problem-center leaning

 Postponed application  Immediacy of application

 Teacher diagnoses needs,  Mutual self-diagnosis,

develops objectives and mutual negotiation and
evaluates students mutual measurement
 Characteristics of
Adult Learners
 Adults need to know why they are learning;
how will it affect them?
 Adults are autonomous and self-directed
 Adults have a lifetime of experience
 Adults use a hands-on problem-solving
approach to learning
 Adults want to apply new knowledge and
skills immediately
 Adults need to be shown respect
Six Factors Serve as Sources of
Motivation for Adult Learning
 Develop social relationships
 Escape/Stimulation
 Social welfare
 Personal advancement
 External expectations
 Cognitive interest
 Learning Tips for
Effective Instructors
 Set a friendly, open atmosphere

 Set an appropriate level of concern

 Set an appropriate level of difficulty

 Implementing Adult Learning
Principles into Distance Education
 Motivating students and eliminate anxiety by:

 Gaining student attention before the actual start date of the course
 Addressing students individually and often (i.e.: when they introduce
themselves to the group)
 Focusing on the desired outcomes at the beginning of each
chapter/lesson
 Assisting learners by organizing material into logical chunks of
information
 Providing learning experiences that promotes short-term to long-term
learning (provide activities that promote critically thinking skills)
 Offering frequent feedback and opportunities for learning reinforcement
 Incorporating guided distance learning exercises as practice before
beginning to grade material
 Final Thought
 Tell me and I will forget
Show me and I will remember
Involve me and I will understand
Step back and I will act

 (Chinese proverb)
 References
 Knowles, M. S. (1968). Andragogy, not
pedagogy. Adult Learning. 16(10). 350-
352, 386.
 Knowles, M. S. (1980). The modern practice
of adult education: From pedagogy to
andragogy. (2nd ed.). New York: Cambridge
Books.
 Zemke, R. (2002) A pocket guide to useful
learning theories. Training. 39(9). 90-91.