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Motivating Adult Learning

Motivating Adult Learning

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Adult Learners Adult Learners Presentation Transcript

  • MOTIVATINGAdult Learners
    Daniel Bivins
    Principle of Distance Education
    Daniel Bivins
    EDUC – 8842
    Fall 2009
    1
  • Overview
    In this program Daniel Bivins discuss
    the challenges facing Adult Education
    Daniel Bivins
    2
  • 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
  • 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
  • Adult Learners
    Main Problem:
    • Financial
    • Adult Abuse
    • Family
    • Motivation
    Daniel Bivins
    5
  • Adult Learners
    Critical Reason
    Educators Failed
    • To promote learning
    • To understand the principal
    of learning and how student learn
    • To create social construction of knowledge
    that promotes initiative as well as creativity
    • At most fail to establish a high level trust
    within the learning environment.
    Daniel Bivins
    6
  • Critical Elements of Educator Learning
    (1) Motivation
    (2) Reinforcement
    (3) Retention
    (4) Transference
    Daniel Bivins
    7
  • 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
  • Adult Learners
    Motivation:
    • Consequently, the educator must set an appropriate learning level to meet the objective of the course as well as learn the individual’s learning style, which would promote the educator to teach learners to use cognitive skills, and strategies that will continue their interest in learning.
    Daniel Bivins
    9
  • Adult Learners
    What is Cognitive ?
    • The process of thought to knowing.
    • The learning practice of using memory, motivation, and thinking .
    • The amount learned depends on the processing capacity of the learner.
    Daniel Bivins
    10
  • 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
  • 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
  • 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
  • Adult Learners
    What is Constructive learning?
    • Is known as Constructivism
    • To generate knowledge and meaning from your own experience
    • Learners interpret the information and the world according to their personal knowledge
    Daniel Bivins
    14
  • 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
  • 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
  • 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
  • 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