Motivating the Adult Learner

Motivating the Adult Learner

Being educated through conventional mode of educational process involving the classroom and teacher motivated approaches, adult learners are perceived as unreceptive learners. Society is characterized by more of adults in comparison to the youths and with more number of matured adults the society as a whole is visualized as more educated and exhibits variety of culture and racial milieu. In order to maintain the current status of American Society amidst revolutionary changes in the knowledge bases, necessities for new capabilities and economic integration is felt highly essential to educate the human resource. The development of supporting technology facilitating provision of education at home and worksites attracted more number of adults to the formal education and pursuit of education through out the life has become their coveted goal.

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forecast about the transformation of American Workforce during the 90s was made by Loden and Rosener. At the end of the decade it has been predicted the adult students would include more of women, racial minorities, employed workforce, more of parents, simultaneously necessitating increasing demand for child care services. A review of the classroom scenario in the year 2001 will conclude the substantial truth in these predictions. Substantial increase in the number of adult learners with no discrimination in terms of sex and race is being noticed day by day. Learning is not pursued only for its own sake. A totally different array of objectives and anticipation are attached to the adult learning than that is found among the younger generation. Simultaneously, the uneasiness and burden of the adult learners are more than that of the regular young students. The status of educational institutions is more influenced by the changed objectives and anticipations of these adult students. (Tight, 2002, p.17) difference in the objectives of pursuing education by the children and adults are being noticed. The burden of the adults needs to be equilibrated with their basic goals of pursuing education. The different responsibilities of the adult learners inhibit their active participation in the education process. Besides, inadequate time, self-confidence, prospects of learning, inappropriate scheduling, delay, responsibilities of childcare etc. also inhibits the learning process of adult learners. Practically, the report cards and gold medals do not drive the adult learners. They are more interested in practical learning experience that is capable of being used in their day-to-day working life. They therefore, prefer more practical classes that increased their skill to the traditional theoretical classes. To exemplify, the adult leaner is more interested in learning a spreadsheet software package after knowing its usefulness in his working environment. (Mezirow, 1991, p.46)

The adult learner pursues an integrated learning process. The experiences and knowledge already attained by the adult learners are more associated with the learning approach. By associating the new knowledge with that of the knowledge base already attained makes the adult learning process easier being conceived of as a supplementation to the existing knowledge. Naturally, the adults revolt with a conflict in the existing knowledgebase and the new skills that the present learning process strives to infuse and therefore, necessitated to be resolved instantly. The new skills influence the performance of the workers and the adults should be aware of the importance of attaining the new skills. They should be aware of the necessity for adapting to the value adjustments that is the changing needs of the skills and approaches to the performance of a particular work over time. They should be well convinced of the fact of benefits of these changes to the organization as a whole. (Brockett, 1983, p.7)

The adult learners always desire to keep the learning experiences under their sole management. The traditional classroom teaching of the K-12 schooling is characterized by the teacher motivates approaches. However, the adult learning process promotes student interactions and active participation in the training process as well as in development of the training content. The adult learners demand more flexibility in formation of the assignments so as to make it cater to their basic objectives and goals. The hands-on training sessions must be purposefully designed. A mere repetition so as to practice is not beneficial to the adult learners. It should be meaningful so as to influence the learning process of the adults. The adults are observed to be little bit slower in respect of the physical and psychological tasks in comparison to that of the children. The rate of committing mistakes among adult learners is seemingly less and such one often strives to be more exact. (Brookfield, 1986, p.22)

The risks involved in the trial and error methods are avoided by them and tried to be more exact. They are keen to practice their learning in the sphere of home, work place and assignments. The primary objective of committing fewer mistakes impels them to be more clarified on the assignments than the conventional learners. Since the acquisition of psychomotor skills among the adults seems to slower than the younger students it is prescribed that the adults should be given enough flexibility to pursue at their own pace. There should be ready availability of the academic counseling in order to set the prime objectives of the learners prior to pursuing a particular module. The support services helps in infusing confidence among the students in pursuing the studies. (Merriam; Caffarella, 1991, p.31)

Programs for supporting mentoring, encouraging interactive and collaborative learning are some of these support services which also includes the traditional skill development approaches. A relationship between the easy admission and registration process and successful retention of the program is visualized in the adult learning process. The location of the classrooms and the devising of suitable course schedules are favorable to the adult learners in view their time constraint and other responsibilities. Besides the educational institutions also should organize and encourage co-curricular activities in order to maintain the socio-cultural integration. (Pratt, 1984, p.28)

Question arises as to the integration of the self-oriented activities in the course curriculum. It is not asserted especially from the view point of the instructors facing both the adult and young learners simultaneously. Instructors must essentially aware of the methods of adult learning. Special learning requirements are felt among the adults in comparison to the children and teens. However, adult learning system is of recent origin than that of the traditional learning. The needs for newer knowledge base and updating the current knowledge of the adults are felt necessary in emerging 21st century scenario. (Tice, 1997, p.20)

The present day development of online reference libraries enables accessibility to information of varied interest. Different careers among the adults of advanced nations are evident in view of the changing job opportunities and changing job requirements. The attainment of skills anticipated to be most essential during the next century includes identifying problems amidst strange environments, which may be similar to the past situations however with a different form. Understanding the problems fully gives rise to the means of their solutions. The formulation and solutions of problems require utilization of the information technology tools. (Caffarella, 2002, p.71)

The process of formulation and solutions of problems sometimes seems to be simple and at some other time are found to be more complicated. The skills to be acquired also include the communicating skills that enable communication among the cultural and ethnical diversities. The diversities in cultural milieu has become increasingly prominent both intra and internationally. However, the smooth operation of political and social institutions necessitates some common values and insights, in absence of which the conflicts are imminent. Another skill need to be acquired is the leadership qualities that encourage formation and working in cooperation of teams often consisting of diversified people. Even though pursued intensively in college careers yet considered most significant in the workplaces. (Brockett, 1983, p.8)

With increasing interdependence the significance of communication skills and skills to work in cooperation as teams is increasingly felt. The skill to identify the appropriate field to be mastered and the means to master them effectively is considered as the next ability to be acquired. The tools of emerging information technology presently provide wide scope for learning and it is essential that everybody should update his knowledge in the sphere. In the words of Entwhistle, deep learning is considered essential in these areas. The deep learning involves association of the already acquired knowledge and experience with the current learning, applying them in the practical field and deducing effective conclusions. Deep learning is considered a difficult task. It is evident from the researches undertaken that even the outstanding students some times unaware of the basic underlying ideas of the subject upon which they have expertise. (Caffarella, 2002, p.73)

When some thing is considered worth learning it should be learnt with adequate inspiration. The adult learners prefer a practical approach to their learning process. Before pursuing the studies they are more inclined to know about the relevance, outcomes as the motivating factors. Therefore identifying the exact need of the learning experience and its relevance in their practical field is a critical issue. To exemplify, the organization thinking of imbibing improved reading skills among its employers are more benefited by infusing the necessary inspirations among themselves to initiate persuasion rather than just legally making them bound to enroll. Presently the adult learners are more motivated to undertake educational program in higher educational institutions. The instructors must be able to identify and devise the appropriate learning strategies suitable to them. (Mezirow, 1991, p.52)

The means of motivating the adult learners is to make them aware of the basic objectives of pursuing the education and also reducing the different obstacles to their learning. The instructors, only after being aware of the characteristics of adult learners, significance of the learning in their workstations, the effective means of motivation etc. are able to motivate the adult learners effectively. The objectives of adult learners as well as the obstacles they face in the process are essential to be understood by the faculties. Only after this they can address the motivating strategies. The linking of learning to the promotion of the adult learners is considered as a significant impetus in this line. That the education is a continuing process though out the life of the adult learners is to be understood by the educators. The different pace of learning evident among different learners results in occurrence of confusion and nervousness in the learning environment. (Brookfield, 1986, p.12)

Appropriate methods for motivating and in time instruction and counseling improve the learning process among the adults. The learning thus conceived as an outcome of the inspirations of senses. The rate of stimulations of senses differs from person to person. The instructors are therefore required to aim at motivating the senses through the course contents more intensively so as to achieve the desire objective in the learning process. The endeavor of the instructors will be futile unless the adult learners are aware of the basic objectives of learning or feeling offended or threatened. There should be close contact between the students and the instructors should make them ready for active participation in learning process which assists in inspiriting. The instructor should have mastery over the practical aspects of the subject he teaches. It is significant to encourage the student participation in the learning process. (Merriam; Caffarella, 1991, p.42)

The active participation of the students also assists in modification of the strategies involved so as to cater to their basic requirements. The instructor assists in reshaping the overall viewpoint of the student on the topic. The mastery of the instructor over a subject mixed with little verbal and physical gestures raises the interest of the students and impels them to reciprocate equally. The awareness of the basic objectives of the learners, their hopes and aspiration are essential for the instructors in order to identifying themselves with the students mentally. Only with the knowledge of learners' feelings and perspectives it is possible in case of the teachers to develop the course content so as to adapt to the level of skills among the students. Cultural diversity must be respected in the classroom in order to make the learning process culturally responsive. Students should feel accommodative and willing to mix themselves with the motivated students with the favorable environment. (Tight, 2002, p.43)

To illustrate, a system aiming at benefiting students of particular community can fulfill the universal need of the students of all communities. These capabilities are to be developed as skills and not viewed as personality traits of the instructors. The instructors should create an atmosphere where the students find themselves an open environment for their learning process. The tense situation needs to be tuned so as to be compatible to the objectives. The level of stress and tension should be emphasized at varying degrees in consonance with the level of significance of the topic. It is understood that the low and moderate tense situations are only favorable to the learning and conversely higher tension is considered as an obstacle. The level of hardness should be varied in order to encourage the students to face increasing challenges; however, too hard assignments may create intimidation and burdensome feelings. (Wlodkowski, 1999, p.50)

The process should provide necessary incentive for active participation. The responses should be made more specific and not to be set aside in generalized terms. There should be predictions for incentives in successful learning. The monetary incentives only do not suffice but may include the potential results of the learning in their practical field. The subject should rouse great enthusiasm among the participants. Such interests are viewed as closely interrelated to the incentives provided. The potential benefits anticipated to be accrued out of the learning system is the prime impetus for persuasion of learning by the adult students. (Wlodkowski, 1999, p.50)

Many effective methodologies are there for repetition of the materials at different stages of detailing the course content in the learning process. It is advised to initiate the discussion with more simple and real examples and then gradually progress towards generalizations and complexities. Detail elaboration of the topic assists in memorizing the skills. Promptings at the time of presentations assists the learners in formulation of concepts. The interactive learning process assists in memorizing the topics for a long time. Therefore, cognitive approach of learning is being advocated in the adult learning systems. Introductions and summaries are used to refresh the knowledgebase prior to the actual teaching along with the emphasis on relevance, objective, motivation and making the students aware of the goals of learning process. Effective communication of the teachings to the students can be easier with the tools of motivations, objectives, approach and order. This makes the students more active and interactive. It is the duty of the students to accumulate and memorize the relevant materials in the classroom so as to derive actual benefits of the learning process. (King; Rockwell, 1988, p.56)

This increases the responsibility of the instructors in assisting the students for effective retention of the facts. So as to encourage the students in retaining the information they must first be made aware of the benefits of the information in their day-to-day life. The students will also be capable of understanding and interpreting the information so acquired in order to fruitfully apply in the practical field. This awareness also includes the skills to prioritize the contents according to the degree of significance. However, the rate of retention depends upon the existing knowledge of the students. The students can retain the teachings more effectively, if they initiated the same appropriately. Besides, the rate of retention also depends on the repetitive practice at the time of learning. It is therefore, the duty of the instructors to imbibe the significance of the retention and application. (Mezirow, 1991, p.63)

Showing good performance at the classroom is not enough they must be guided to maintain the performance at the desired level. The impact of distributed learning environment is considered similar to that of the motivations. The training of the students in the skill development involves transmission of theoretical learning of the classroom teaching in the practical settings. The transformation may both be positive and negative. When the students exhibit the behaviors taught in the classroom the transference is said to be positive. Similarly not performing the forbidden acts taught in the classroom is said to be negative transference. However, the net result in both the cases is positive. (Brockett, 1983, p.9) condensed course meant for adults exists in almost all the educational institutions at the post high school stages. Studies have been made on the persuasion of continual education by the adults through out life that include the strategies for motivations of the adult learners and setting up of environments in support continuing education including skill development courses. Numerous non-profiteering and private institutions exist for extending educational avenues of different categories and durations meant for adult learners. This made the higher educational institutions to face increasing competitions and in order to strive it is of utmost importance for them to encourage improved research on adult education and also campus-based education to the adult learning. Lack of empirical evidence on specialized adult education indicates the necessity for specialized discipline specific recruitment programs in the sphere of adult learning system. (King; Rockwell, 1988, p.58)

The emphasis on the research of continual education through out the life is conceived as one of the rational approach. Enabling every American citizen to acquire necessary skills and knowledge in order to cope up with the increasing competitions of global integration as well as in pursuit of the rights and responsibilities of citizens effectively through adult education is a stupendous task warranting major variations in the post secondary education. The critical issues associated with various areas like curriculum, faculty development, administrative management, counseling and support are considered necessary to be tackled by the educational institutions in effective delivery of knowledge to the adult learners. (Caffarella, 2002, p.81)