Module 2 Motivating Adult Learners Outline

In this section there will be further insight to conducting and identify the special needs and requirements to teach adult learners.

Consequently, there will be comparisons and contrasts made between the issues of two theorists in social development, Conrad and Brakey, and to interpret their ideas and points of view with other theorists including Green, Fernandez, Hill, and Kyong The foundation of this section will identify and examine current research development that will emerge and expand the educational environment. There will be a concentration in the area of best teaching practices and how it affects the adult learners when they compete with their peers to achieve educational goals.

According to Conrad (2009), there is a popular uprising in adult education programs due to the flexibility and convenience offered to them as online learners. However, reports have revealed that there is a significant amount of adult learners withdrawing within the first few weeks of the courses due to the online educators failure to create social construction of knowledge that promotes initiative as well as creativity; most of them fail to establish a high level trust within the learning environment.

Educators must learn to reinforce their learning skills by using their best teaching methods. In a recent article “Development of a User-Friendly Instrument for Identifying the Learning Strategy Preferences of Adults” by Conti (2009), he points out that to reinforce a learner’s skill, the educator must identify the adult preferences in their learning needs. This can be accomplished by using the method known as ATLAS, which is a learning method that is used to quickly identify the learning strategy preferences of adults. ALTLAS can be used for either self-assessment or, an educator can use it in order to quickly identify how an individual learner approaches learning.

Finally, researchers have found that educators are delivering positive reinforcement in their role of teaching. Results show that the proposed approach increases the motivation of the adult's task familiarity.

The PowerPoint for Motivating Adult Learners will establish a platform to examine and determine which learning approach would be a best practice approach to help motivate adult learners there are critical elements of learning that are needed to ensure that adults learn.

Presentation section:

Select link to view My_ Response
Select link to view My_ slides


Reference


Conrad, D. (2009). Cognitive, Instructional, and Social Presence as Factors in Learners' Negotiation of Planned Absences From Online Study. International Review of Research in Open and Distance Learning, 10, 18-18.

Blake, B. & Green, B. (2009). Agent customized training for human learning performance enhancement. Computers & Education, 53, 966 -976.

Conrad, D. (2009). Cognitive, Instructional, and Social Presence as Factors in Learners' Negotiation of Planned Absences From Online Study. International Review of Research in Open and Distance Learning, 10, 18-18.

Conti, G. (2009) Development of a User-Friendly Instrument for Identifying the Learning Strategy Preferences of Adults. Teaching & Teacher Education, 25, 887-896.

Fernandez, M. (2006). Collaborative recruitment of diverse teachers for the long haul team: Teacher Education for the Advancement of a Multicultural Society Multicultural Education, 14, 50-56.

Hill, A. & Kop , R. (2008), Connectivism: Learning Theory of the Future of Vestige of the Past? International Review of Research in Open and Distance Learning, 9, 1-13.

Kyong K. (2009). Motivational challenges of adult learners in self directed e-learning. Journal of Interactive Learning Research,, 20, 317-335

Loyens, S. & Rikers, R. & Schmidt, H. (2009). Students' Constructivist Learning in Different Programme Years and Different Learning Environments. British Journal of Educational Psychology, 79, 501-514.