Adult Motivation

Adult MotivationElements of Motivation for Adult Learners in Distance EducationStoryboardBy Christine WalloNarration: Adult Motivation is an essential elements to student success in Distance Education

{insert video of adult students learning on computer driven software}Motivation Dependent ElementsVolitionInstructor ImmediacyCollaborative Construction of KnowledgePeer and Family Support

The elements contained in Motivation are:Volition = the will to be motivatedInstructor Immediacy = an element that encourages motivationCollaborative Construction of Knowledge indicates a social presence of other studentsPeer and Family Support is essential to motivation for success of a student{insert video clip}Volition (Will as a Steersman)Selective Attention (protective function volition) Kuhl, 1984, p. 216 shields the current intention by inhibiting the processing of information about competing action tendencies.

Selective attention, according to Kuhl, shields the current intention by inhibiting the processing of information about competing action tendencies.

{insert video clip}VolitionEncoding Control: facilitates the protective function of volition by selectively encoding those features of incoming stimulus that are related to the current intention and ignoring irrelevent ideas.

Encoding is a human response to the will of the student that facilitates {underline on slide} the protective function of volition, by selectively encoding those features of incoming stimulus (thoughts) that are related to the current intention (will) and ignoring irrelevent ideas {underline on slide & use pointer to picture}VolitionEmotion Control: managing emotional states to allow those that support the current intention and suppress those, such as sadness, in regard to a competing intention that might undermine it.

Emotional Control, that is managing emotional states to allow those that support the current intention and suppress those, such as sadness, anger, etc., in regard to a competing intention that might undermine it. This control may be considered as a delayed gratification control.VolitionMotivation control: maintaining and reestablishing saliency of the current intention especially when the strength of the original tendency is not strong. (I must do this even though I dont really want to.)

Motivation control itself maintains and re-establishes saliency of the current intention especially when the strength of the original tendency is not strong.{pointer to picture} (Insert video clip}6VolitionEnvironment control: Creating an environment that is free of uncontrollable distractions and making social commitments, such as telling people what you plan to do, which help to protect the current intention.

Environment control helps create environmental surroundings that are free of uncontrollable distractions and involves social commitment, such as telling people what you plan to do when you will be available etc.

As the picture illustrates, the environment on the outside becomes impervious to the environmental surroundings inside the basic cave one must commit to in order to succeed in DE.{insert video clip}7VolitionParsimonious information processing: Knowing when to stop, making judgments about how much information is enough and making decisions that maintain active behaviors to support the current intentions.

Within Volition there is sometimes a need to be aware of information processing. Knowing when to stop; making judgments about how much information is enough, and making decisions that maintain active behaviors which support the current intention (especially in DE) need to be in place. 8Benefits of Volition and Action Control StrategiesThere is empirical evidence indicating that the use of volitional strategies is related to decreased delay of gratification, increased effort, and better time and study management.

Empirical evidence and recent studies have indicated that the use of volitional strategies such as related here are directly related to decreased delay of gratification, increased effort, better time and study management.

{sound bite} {insert video clip}9Motivation of Instructor ImmediacyThe prevalance of the internet has profoundly affected many aspects of society, including higher education where the demand for online learning is growing exponentially.

Baker, C. (2010) The impact of instructor immediacy and presence for online student affective learning, cognition and motivation. The Journal of Educators Online, (7) 1 pp. 1-25. Tarleton State University.Another element of Adult Motivation is Instructor Immediacy. Simply stated The prevalence of the internet has profoundly affected many aspects of society {underline on slide} including higher education, where demand for online learning is growing exponentially.{insert video clip}10Instructor Immediacy & MotivationInteraction is at the heart of the learning experience and is widely cited as a defining characteristic of successful learning in both traditional and online learning environments. (Picciano, 2007; Swan, 2002; Wanstreet, 2006)

Successful learning is dependent on a facilitator whether it is DE or brick and mortar school environment. The facilitator is an important motivator and guide. {insert video clip}11Instructor ImmediacyMoores transactional distance theory explains why the use of electronic communication tools may encourage interaction among learners and the instructor in an online environmentthe quality of teaching and interactions among students and the instructor relates less to geographical separation and more to the structure of the course and interactions. Moores transactional distance theory the quality of teaching and interactions among students and the instructor relates less to geographical separation and more to the structure of the course and interactions.

Metaphorically, the facilitator is a guide through the forest of the course presented. He/she keeps the student(s) on the path that leads to their eventual success.

{insert video clip}12Instructor Immediacy Theory IICommunication immediacy is a concept proposed by Mehrabian (1971) refers to physical and verbal behaviors that reduce the physicalogical and physical distance between individuals.

Non-verbal immediacy includes physical behaviors (leaning forward, touching another, looking in anothers eyes, etc.)Another theory (Mehrabian, 1971) refers to physical and verbal behaviors that reduce the physicalogical and physical distance between individuals.{use pointer to underline terms}{insert video clip}13

Instructor Immediacy Theory II cont.Verbal immediate behaviors are not physical behaviors (giving praise, humor, using self-disclosure).

Much of the immediacy research in web-based courses has centered on the instructors use of verbally immediate behaviors (e.g. instructor immediacy).Verbal immediate behaviors are not physical behaviors, however they can be as motivating as non-verbal immediate behaviors.[Pointer on slide - point 2 }

Much of the immediacy research in web-based courses has centered on the instructors {pointer} use of verbally immediate behaviors (e.g. instructor immediacy) and synchronous. 14Instructor PresenceSocial Presence is the feeling group members communicate with people instead of impersonal objects. Restricted communication channels decrease social presence within the group.Instructors must be seen to be perceived as present in online learning communities (Picciano, 2002).

These points {Use pointer} Social Presence is the feeling group members communicate with people instead of impersonal objects Restricted communication channels tend to decrease social presence with the group Instructors must be seen to be perceived as present during online learning communities , as Picciano demonstrates , contribute to success of individuals and group particiation.

{Use pointer and elaborate}15Instructor Presence, cont.In online world presence requires action (Blignaut & Trollip, 2003)

Online presence is established when instructors develop:Consistent patterns of interaction Communication accessibility

They provide consistent and substantive feedback, moderate discussion effectively, and provide content expertise through discussion posts to re-start stalled discussions. Other research has concluded: Online world presence requires action Online presence is established when instructors develop {use pointer}: Consistent patterns of interaction Communication accessibility

Instructors provide {underline } consistent and substantive feedback, moderate discussion effectively and provide content expertise through discussion posts to re-start stalled discussions {double underline}. 16Instructor Immediacy(Anderson et al, 2001) Indicators for establishing instructor presence during direct instruction and includes presenting content and questions, focusing the discussion on specific issues, summarizing discussion, confirming understanding, diagnosing misperceptions injecting knowledge from diverse sources and responding to students technical concerns

Anderson presents indicators for establishing instructor presence during direct instruction. He includes:{Use pointer} Presenting content and questions Focusing the discussion on specific issues Summarizing discussion Confirming understanding Diagnosing misperceptions Injecting knowledge from diverse sources, and Responding to students technical concerns

17Collaborative Construction of Knowledge

Along with Instructor Immediacy, motivation (especially in Adult students) depends on a collaborative construction of knowledge.

This involves {use underline} 18Collaborative Construction of Knowledge

{Show graphic} Learning Communities are available on all social media on the internet. {use pointer to show cycle of different modes}19Collaborative Construction of Knowledge and Motivation

As in a traditional classroom, the construction of collaborative learning online depends on the learner who can share knowledge and help increase volitional motivation in other participants in the course.20

Collaborative Construction of KnowledgeAttitudeAttitudes & values aresometimes referred to as the affective domain.(Krathwohl, Bloom & Masia 1964)

As learned dispositions they may modify the behavior of the individual towards classes of things, persons or events. In doing so they affect the choices he makes of his own personal actions (Gagne, p. 4){use pointer} Karthwohl et al state, Attitudes & values are sometimes referred to as the affective domain.

And, long before DE was introduced, Gagne stated, as learned dispositions they (collaborative communities within a classroom) may modify the behavior of the individual towards classes of things, persons or events. In doing so they affect the choices he makes of his own personal actions. 21Collaborative Construction of Knowledge Learning processes and phases of Instruction{Use Pointer on Introductory Phase}

The four modules of construction of knowledge involve: Introductory PhaseMotivationAttentionSelective participationInitial Guidance PhaseCodingStorageApplication PhaseRetentionRetrievalTransferFeedback PhasePerformanceReinforcement

22Collaborative Construction of Knowledge Learning processes and phases of Instruction(Gagne, p.5) The various process of an act of learning can be influenced by events external to the learner. Thus, as an example, the way in which information to be learned is coded to enter long-term memory may be influence by a suggested coding provided by a picture or diagram23