Motivating Adult Learners
What are some techniques that can be used to motivate adult learners?
I find the key issues with adult learners are based on the facts that they have been out of school for some time and have worked for some time. Thus, for the adult learner, many of the "tricks" of being a student from year to year have been lost. Adult learners benefit a great deal from a business-like setting, constant questioning of them to allow them to bring their experience into the classroom, and a strict focus on usability of content. While these are valuable motivators for any student, they are especially valuable to the adult learner.
David,
Good strategies for managing a course. I agree with you about the impact and value of field trips. They are great motivators because they show the students the potential for their own careers.
Gary
Dr. Gary Meers
I believe I've had the same experience as Frances with many of my students over the past five years. One of the main problems I have is that many of my classes are taught in computer labs (and some of the new iMacs are so big, they hide the largest of my students!) Many of the students feel that rather than pay attention to the lecture, they can feel free to check out Facebook. Occasionally when the sound of clicking keys gets distracting, I'll calmly spin a monitor or unplug the keyboard and continue on with my lecture. Rarely have I gotten any major disruption.
The best motivational tool I've found is the field trip. I try to take them to professional locations early in the quarter, so they can have a sense of what they'll get out of the course.
Frances,
Have had some of those same adult learners as you. They are owed grades and entitled to jobs. Kinda missed the mark on that one didn't they? Can be hard to adjust their thinking that they must earn respect and employment.
Gary
I agree with you a great deal. I have found that adult learners are completely goal oriented, but, I've come across many in one institution, who did not have the motivation to learn or realistic goals in line for their future.
These particular adult learners were had a strong sense of entitlement which made teaching and learning a challenge. It took me some time to find their common motivational areas and worked from there.
Thank you for your input.
Anthony,
Many of us came through the system as adult learners so we can relate to what are students are experiencing and working through. We need to remind our students that we have backgrounds much like theirs so we understand them and how to help them become successful students.
Gary
I was an adult learner and I try to see it from their point of view. I ended up being certified in Adult Education because I realized things work differently as an adult. Thank you gary, much appreciated.
Judy,
You did the right thing for all of the correct points you made in your forum comments. We instructors have to set the standards, which are based upon our field requirements. To do anything else is to cheapen both our field and our instruction.
Gary
Anthony,
Excellent description of how to motivate adult learners. Understanding them is a key element and it is obvious that you have such an understanding.
Gary
The first method I use with adult learners is encouragement, and reinforcement of infromation.
Yes, I will pass the class, quiz's and exams and I feel good about attending classes.
I teach anatomy for a surgical tech program. One of my adult learners decided to paint her nails in my class and I removed her from the classroom. She was irate and made a scene all the way out the door. As instructors we must set boundaries for what is acceptable and unacceptable behavior. We are role models for professionalism. I know that student retention is critical, but a student that has a complete lack of regard for authority has no business being in an operating room. I believe that we can motivate students by setting early examples of what is right and wrong. I tell students that they have choices, they can work hard and pass or work easy and fail.
Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, 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.
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.
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 letting participants choose projects that reflect their own interests.
Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them. 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. 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 (e.g., via a personal goals sheet).
