Motivating+Adult+Learners

Unlike children, [|adult learners] are not just beginning their educational careers. Most likely, they’ve already established themselves in the working world and are returning to school to further develop their skills. As a result, adult learners are motivated to apply the skills they’re learning in the classroom to specific aspects of their day-to-day lives. Instructors can build on this motivation by engaging with students to learn about their motives for taking the course and directly applying the teachings to the students’ goals and objectives. Applying active learning techniques in a classroom of adult learners is essential.

First, a word about the theory of teaching adults: it was first recognized by monks centuries ago that common learning characteristics among children did not necessarily apply to adult learners. The term “[|andragogy]” was first used in 1833 by a German teacher and was reintroduced by a German social scientist in the 1920s. "Andra” means “man, adult” while “peda,” as in pedagogy, refers to “child” (Thoms, ND). Clearly, the differences in teaching children versus adults has been recognized for many centuries.

The field of adult learning was pioneered by [|Malcom Knowles], an American educator who adopted the theory of andragogy, thereby popularizing it in North America. Knowles identified the several characteristics of adult learners.

**Characteristics of an adult learner**
According to Lieb (1991), Knowles identified the following list of characteristics for adult learners: They are autonomous and self-directed; they have a foundation of life experiences and knowledge; they are goal-oriented; they are relevancy-oriented; they are practical; they require respect. Adult students also have developed a sense of self; as a result, they learn differently depending on their experiences, aptitude and attitude (Thoms, ND).

Thoms further notes that adult learners — apart from often being the ones with grey hair! —often fit into the following categories: • have first-hand experience. • have set habits and strong tastes. • have a great deal of pride, but their ways of “showing it” varies. • have tangible things to lose so are very cautious in the educational environment. • have preoccupations outside the learning environment. • may be bewildered by options (sometimes). • have developed group behavior consistent with their needs. • have established a rational framework (values, attitudes, etc.) • by which they make decisions. • respond to reinforcement, especially positive reinforcement. • have a strong feeling about the learning situation. • in most cases can (and want to) change to better themselves. • may have prejudices which are detrimental to the learning environment or to the institution. • learn from reinforcement (thrive on it). • have a strong need to apply what is learned — and apply it **now**! • want to be competent in their application of knowledge and skill. • want a choice in what they learn. • like their “creature comforts” in room, furniture, equipment, HVAC, and refreshments.

**Adult learners and active learning**
Active learning works well in adults, who have already developed the capability to retain information and can add new information to existing networks. When using active learning techniques to motivate adult learners, it’s important to remember that neurons created for short-term memory are transient and will ultimately be eliminated if they aren’t used (Barkley, 2012). For the information to be synthesized into long-term memory, it needs to be repeated for the learner. For this to happen, the material must make sense and have meaning to the learner. In order for information to make the transition from short term to long term memory, is determined by time to process and re-process the information. The majority of information is lost within the first 24 hours. Through active learning, lessons are integrated and retained.

Learning coach [|Connie Malamed] suggests active learning as one way to motivate adult students. Active learning tools listed by Malamed include challenging students through games, adding suspense to lessons, accommodating individual interests and career goals, and simulating the workplace. For a complete list of Malamed's 30 tips on motivating adults learners, visit [|The eLearning Coach website].

**Ways to motivate adult learners**
For learning to take place in adult students, it must be meaningful and rewarding. Learner independence should be emphasized, as most adults experience independence in their daily lives and will thrive with greater autonomy over their learning. Instructors should allow learners to be self-directed by providing options for the course. They can also encourage learning by presenting information in manageable chunks (Thoms, ND; Malamed, ND) and offering encouragement through praise and positive feedback. Wherever possible, instructors should provide hands-on learning experiences, preferably those that mirror a workplace environment (Thom, ND). Lieb (1991) identifies six factors to motivating adult learners:


 * Social relationships:** to make new friends, to meet a need for associations and friendships.
 * External expectations:** to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority.
 * Social welfare:** to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.
 * Personal advancement:** to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.
 * Escape/Stimulation:** to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life.
 * Cognitive interest:** to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.

Adults want to learn something that they can immediately put to use in their daily lives. They want to be able to integrate their classroom time with their work and personal time. They appreciate some influence over the learning experience, whether that be content, pace or applying the learning to their lives outside the classroom and should be able to find context to the skills they are learning beyond the lesson. Finally, adult learners deserve respect; many take years to work up the courage to return to the classroom setting and they should be rewarded for their perseverance with understanding and encouragement.