Summary of ArticleSummary of Article

Strategies to Enhance Adult Motivation to Learn

Author: Raymond J. Wlodkowski

What is Needed?What is Needed?

Need to know more about it.

How to influence it?

Note: Wlodrowski’s article examines current knowledge/research, and

how to influence adult motivation to learn

Levels of Positive Adult MotivationLevels of Positive Adult Motivation

Motivational Factors Learning Description Strategic Attitudes /

Actions for Teachers

First Level

Expectancy for success + a sense of volition

Able to master learning. Maintain positive expectations.

Make learning worthwhile. (move from resistance to acceptance).

Second Level

Expectancy for success + a sense of volition + value

Looks for the benefits. (meaningful & worthwhile).

Not enjoyable.

Make intended benefits known.

Offer choices.

Third level

Expectancy for success + a sense of volition + value

+ enjoyment

Learn what value and want to learn for personal pleasure (not always easy tasks).

Provide activities that generate

enjoyment.

(Wlodrowski, 2004, p. 93-95)

Problem:Problem: Adult learners motivation can quickly disappear. Adult learners motivation can quickly disappear.

Learning must be important.

Learners need to effectively use & apply knowledge.

Learners must experience successful learning.

Planning for Learner MotivationPlanning for Learner Motivation

Main Factors Description of Factor Result

Attitude Combines concepts, information, and emotions.

Results in response toward people, groups, ideas, events, or objects.

Need Internal forces push toward reaching goal.

Stronger internal forces = increased likelihood to reach goal.

Stimulation Change in perception or experience with environment that makes one active.

Stimulates and sustains adult learning.

Affect Emotional feelings while learning. Sustains involvement and interest if positive feelings exist.

Harmony needed between thinking and emotions (p. 97).

Competence Competence theory: people strive for effective interactions

Learners need to be aware of success.

Reinforcement Reinforcement effects the probability of the response.

Positive reinforcement often leads to continued involvement/success

(Wlodrowski, 2004, p. 95-97)

Time Continuum Model of MotivationTime Continuum Model of MotivationTime Phases Learners Six Major Motivation Factors* Instructional Design Questions**

Beginning

Enters process.

1) Attitude - Toward learning

environment, instructor, subject matter,

self.

2) Needs - Basic needs within learner.

A. What can I do to establish a positive learner attitude for this learning sequence?

B. How do I best meet the needs of my learners through this learning sequence?

During

Involved in the content.

3) Stimulation - Stimulation processes.

4) Affect - Affective or emotional

experience.

C. What about this learning sequence will continuously stimulate my learners?

D. How is the affective experience and emotional climate for this learning sequence positive for learners?

Ending

Completing the process.

5) Competence - Competence value

result of the behaviour.

6) Reinforcement - Reinforcement value

attached to learning experience.

E. How does this learning sequence increase or affirm learner feelings of competence?

F. What is the reinforcement that this learning sequence provides for my learners?

(Wlodrowski, 2004, p. 98- 100)

*Not all motivational factors are equal. Plan for at least one motivational factor in each phase.** Positive motivational factors needs to sustain learning.

Six Strategies for MotivationSix Strategies for Motivation

Attitude

- Ensure successful Learning.

- Safe, successful, interesting intro. to new topics.

-Stress amount and quality of effort needed for success prior.

-Set clear learning goals.

-Provide evaluation criteria.

- Allow for self-determination / autonomy.

Need

- Know and emphasize felt needs of learners (ask learners what they want out of experience).

- Provide opportunity to publically share what learned or produced.

Stimulation

- Provide variety in processes and materials.

- New learningexperiences that connects with prior knowledge.

Affect

-Connect abstract content to what’s personal and familiar.

-Use cooperative goal structures to plan/achieve joint goals.

Competence

-Consistent and prompt feedback.

-Use performance evaluation procedures.

Reinforcement

-Positive reinforcement for routine, well-learned, complex, and drill-and-practice activities.

-Help learners be aware of results / natural consequences.

(Wlodrowski, 2004, p. 101 - 110)

“The teacher’s knowledge of learners’ motivation, subject matter, instructional situation, and time constraints will determine the quality and quantity of the motivational strategies employed.”

(Wlodrowski, 2004, p. 101)

Table5.1: Six Questions Based on the Time Continuum Model of Motivation as Applied by an Adult Basic Education Instructor

Instructional Objective: After 2 weeks, learners will add and subtract mixed fractions at a 90% achievement level.

Question When Used Motivational Strategy Learning Activity or Instructor Behaviour

1. What can I do to establish a positive learner attitude for this learning sequence?

Beginning of the learning sequence. Positively confront the possible erroneous beliefs, expectations, and assumptions that may underly a negative.

Ask learners how many have heard that fractions are really difficult to do and discuss with them their feelings and expectations.

2. How do I best meet the needs of my learners through this learning sequence?

Beginning of the learning sequence. Reduce or remove components of the learning environment that lead to failure or fear.

Organize a tutorial assistance plan by which learners who are having difficulty can receive immediate help from the instructor or a fellow learner.

3. What about his learning sequence will continuously stimulate my learners?

During the main phase of the learning sequence.

Whenever possible, make learner reaction and involvement essential parts of the learning process, i.e. problem solving, games, role-playing, simulation.

Use games and creative problems to challenge and invite daily learner participation.

4. How is the affective or emotional climate for this learning sequence positive for the learners?

During the main phase of the learning sequence.

Use a cooperative goal structure to maximize learner involvement and sharing.

Have teams of learners solve fraction problems with one member of the team responsible for diagnosing the problem, another responsible for finding the common denominator, another working it through, and another for checking the answer, alternate roles.

5. How does this learning sequence increase or affirm learner feelings of competence?

Ending o the learning sequence. Provide consistent feedback regarding mastery of learning.

Use answer sheets and diagnostic and formative tests to give feedback and assistance to learners.

6. What is the reinforcement that this learning sequence provides for my learners?

Ending of the learning sequence. When learning has natural consequences, allow them to be congruently evident.

Construct a “class test” where each learner creates a mixed fraction word problem for the other learners to solve. Each learner is responsible for checking and, if necessary, helping the other learners to solve the problem.

(Wlodrowski, 1985, as cited in Wlodrowski, 2004, p. 102-103 )

Template: Applying Motivational Strategies to Learning Activity / Instructor BehaviourTemplate: Applying Motivational Strategies to Learning Activity / Instructor Behaviour

Table:

Instructional Objective:

Question When Used Motivational Strategy Learning Activity or Instructor Behaviour

1. What can I do to establish a positive learner attitude for this learning sequence?

2. How do I best meet the needs of my learners through this learning sequence?

3. What about his learning sequence will continuously stimulate my learners?

4. How is the affective or emotional climate for this learning sequence positive for the learners?

5. How does this learning sequence increase or affirm learner feelings of competence?

6. What is the reinforcement that this learning sequence provides for my learners?

(Adapted from Wlodrowski, 1985, as cited in Wlodrowski, 2004, p. 102-103 )

“Whether these strategies are offered as part of a motivation plan or as part of some other instructional approach, they have their best chance for success if they are within the repertoire of a person who teaches with enthusiasm.”

(Wlodrowski, 1984, as cited in Wlodrowski, 2004, p. 110)

Extension Learning

Main Motivation Factors to Connect and Apply Training to Workplace

Trainee attitudes, interest, values, expectation (Neo, 1986)

Follow-up from manager anticipated (Baldwin, Mgjuka, and Lohrer, 1991).

Opportunities for advancement and rewards for teamwork (Kontoghiorphest, 2001)

Reflected as positive performance, chance for future advancement/promotion(Clark, Dobbins, Ladd, 1993)

Mutual decision between supervisor and employee (part of training plan)

Workplace credibility

Self-efficacy (Bandara, 1991; Schwoerer et al., 2005)

Post-training / sharing with peers or management / feedback (Daffon & North, 2006)

Characteristics – abilities, aptitudes, personality traits (Broad & Newton, 1992)

Supportive climate: individual coaching, peer mentoring, involvement of participants in planning (Merriam & Leahy, 2005)

(as cited in Alahaweh, 2008)

• Need to develop programs that aim to increase and sustain motivation.

• Thus, schools leaders may examine some of the following concepts;

– Epstein’s learner-oriented model

– Four pillars practice: Team/partnering with colleagues, teacher leadership roles, shared leadership, inquiry, mentoring (Drago-Severson, 2006).

– Kegan’s constructive-developmental model

– Means of communication / feedback

– Other?

Additional ResourcesAdditional Resources

Drago-Severson, E. (2006). Learning-oriented leadership. Independent Journal, 65(4), 58-65.

Drago, Severson, E. (2007, January). Helping teachers learn: Principals as professional development leaders. Teachers College Record, 109(1), 70-125.

Jorgenson, O., & Peal, C. (2008, March). When principals lose touch with the classroom. Principal, 87(4), 52-55. Retrieved September 14, 2008, from Education Research Complete database.

Ovando, M. N. (2005, September). Building instructional leaders’ capacity to deliver constructive feedback to teachers. Journal of Personnel Evaluation in Education, 18(3), 171-183.

Materna, L. (2007, May). The adult learner: How to engage and motivate adults using brain-compatible strategies. Thousand Oaks, CA: Corwin Press.

Whitaker, T., Whitaker, B., & Lumpa, D. (2004, January). Motivating & aspiring teachers: The educational leaders guide for building staff morale. N.A.: Eye on Education.

Wlodkowski, R. (2008, March). Enhancing Adult Motivation To Learn: A Comprehensive Guide for Teaching All Adults. N.A.: Jossey-Bass Higher and Adult Education Series.

BibliographyBibliography

Alawneh, M. (2008). Factors affecting training transfer: Participants’ Motivation to Transfer Training, Literature Review. Literature Review, Penn State University (ERIC Document Reproduction Service No. ED501629)

Wlodkowski, R. J. (2004). Strategies to enhance adult motivation to learn. In M. W. Galbraith (Ed.), Adult Learning Methods: A Guide for Effective Instruction (3rd ed., pp. 91-112). Florida. USA: Krieger Publishing.