Active+Learning+and+Motivation

When we consider ways of motivating adult learners, it’s important to engage the students in active learning. In Student Engagement Techniques, Barkley notes that, "motivation and active learning are twin helices that work together synergistically" (p.24). According to [|Wikipedia], “Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning, on learners.” When students are engaged in active learning, their motivation stems from not just receiving information, but processing it according to their existing knowledge.

Wikipedia goes on to largely define active learning as being physically active; however, active learning also takes place even when the learner is physically inactive, but mentally processing and integrating the information being presented through self-questioning, analysing or incorporating information into their existing knowledge. Active learning simply means that the mind is actively engaged. To truly learn, we need to make an idea, a concept or a solution our own by working it into our personal knowledge and experience (Barkley, 2010).

The theory of active learning was popularized by Charles C. Bonwell and James A. Eison, who published the book [|Active Learning: Creating Excitement in the Classroom] (1991). Bonwell and Eison argued that while students indicated they preferred active learning methods to the traditional lecture style of instructing, these methods were previously isolated and fragmented, negating the opportunity for an interactive classroom. By promoting active learning, their goal was to bring the concept into the mainstream, defining strategies promoting active learning as instructional strategies for regular use in the classroom.

When motivating students through active learning, we must consider the factors that lead to motivation. One of these is extrinsic motivation versus intrinsic motivation—whether the student is motivated by external or internal objectives. As well, we must consider Maslow’s Hierarchy of Needs, which theorizes that students will only engage with learning once other, more basic needs have been met.

There are many different theories and strategies designed to increase motivation in the classroom. Techniques include, but are not limited to, establishing high expectations of students, maintaining enthusiasm in the classroom and creating a positive atmosphere that leads to student confidence in their ability to succeed. Cognitive theories of motivation include Expectancy-Value Theory, Two Factor Theory, Self-determination Theory and Goal-setting Theory; learning theories of motivation include Social Learning Theory, Hull’s Drive Theory and Behaviouralism Theory.

Under the umbrella of active learning are several models of instruction: collaborative and cooperative learning; discovery learning; experiential learning; problem based learning; and inquiry-based learning (Barkley, 2010). When new information is presented, the mind processes it through either assimilation or accommodation: new information that fits with existing information is said to be accommodated; new information that conflicts with existing information is said to be accommodated.

Cognitive psychologists theorize a network or map that includes what we know on a subject, known as schemata. When we receive new information, how we organize that information depends on how developed our existing map is. A person with well-developed schemata will easily find a place to integrate new information, while a person with little schemata on a topic might struggle to place the new information in a way that is beneficial. In the following video, [|Martha Kaufeldt] describes how neurons and dendrites grow and connect when learning takes place.

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