Motivation & the Adult Learner

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Motivation & the Adult LearnerPresented by:Dorea M. Hardy, M.Ed.

Update Article Assignment for:ACED 9400 - Dr. Vesta R. Whisler

Hello everyone, I am Dorea Hardy and this presentation is on Motivation and the Adult Learner1

Selected ArticleAndragogy and Pedagogy as Foundational Theoryfor Student Motivation in Higher Education

Stephen Pew, PhDAssociate Professor of Healthcare LeadershipPark University

Link: http://www.insightjournal.net/Volume2/Andragogy%20and%20Pedagogy%20as%20Foundational%20Theory%20for%20Student%20Motivation%20in%20Higher%20Education.pdf

The article I selected for this assignment was Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education authored by Dr. Stephen Pew, Associate Professor of Healthcare Leadership at Park University.2

I never teach my pupils. I only attempt to provide the conditions in which they can learn. Albert Einstein

Dr. Pew started the paper off with a quote from Albert Einstein I never teach my pupils. I only attempt to provide the conditions in which they can learn (Pew, 2007, p. 14).3

Points of DiscussionWhat is Motivation?Philosophies of MotivationExtrinsic versus IntrinsicAndragogy & Pedagogy Who is responsible?ImplicationsAligning Student & Instructor Motivations?Potential RoadblocksMotivational hand up or hand out?

This paper covered the definition of motivation, philosophies of motivation, as well as differences between extrinsic and intrinsic motivation.

Dr. Pew also discussed responsibility for motivation, implications, the process of aligning motivations, potential issues and whether instructors efforts are a hand up or a hand out.4

MotivationLevel of Effort

Dr. Pew quoted Brennen, who defined motivation as the level of effort an individual is willing to expend toward the achievement of a certain goal (Pew, 2007, p. 14).5

MotivationLevel of EffortEnergy, Direction and Sustainability

And according to McDevitt and Ormond, it energizes, directs and sustains behavior (Pew, 2007, p. 14)6

MotivationLevel of EffortEnergy, Direction and SustainabilityIntrinsic or Extrinsic

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and can be either intrinsic or extrinsic. (Pew, 2007, p. 14)7

MotivationLevel of EffortEnergy, Direction and SustainabilityIntrinsic or ExtrinsicTheories

From here, Dr. Pew discusses four theories related to motivation.8

MotivationTheoriesBehavioralOR

(Pew, 2007, p. 14)

The first is behavioral theories, where he refers to the work of B.F. Skinner.

Pew briefly discusses the increased positive behavior through positive and negative stimuli.

This theory is an extrinsic form of motivation, which we will discuss later.9

MotivationTheoriesBehavioralCognitive

(Pew, 2007, p. 14-15)

The second theory is the cognitive view.

As an intrinsic motivator, the view here is that cognitive dissonance will cause students to strive for a reestablishment of an equilibrium.10

MotivationTheoriesBehavioralCognitiveHumanistic

(Pew, 2007, p. 15)

The third theory is the humanistic view which is based on Abraham Maslows work.

If physical and safety needs are met, the theory holds that students will become intrinsically motivated to learn.11

MotivationTheoriesBehavioralCognitiveHumanisticBiological

(Pew, 2007, p. 15)

The fourth theory is biological or neural.

Stating that synaptic events in the brain will influence behavioral outcomes.12

Philosophies of MotivationTraditional vs. Non-Traditional Students

(Pew, 2007, p. 15)

In discussing instructor philosophies of motivation, Dr. Pew begins by talking about the changes occurring in the college demographics.

Specifically the shift from traditional towards non-traditional students.13

Philosophies of MotivationTraditional vs. Non-Traditional StudentsReadjustment

(Pew, 2007, p. 15)

This change, he points out, requires instructors to make changes in their approach of instruction.

The readjustment here will not be just for instructors though.

It will be an adjustment for the students as well.14

Philosophies of MotivationTraditional vs. Non-Traditional StudentsReadjustmentExperiences in the Classroom

(Pew, 2007, p. 15)

As the underlying philosophies shift, it will adjust the types of experiences students will have in the classroom.15

Philosophies of MotivationTraditional vs. Non-Traditional StudentsReadjustmentExperiences in the ClassroomTemporary MotivationInternal Motivation

(Pew, 2007, p. 15)

Dr. Pew states that these experiences can be the difference between temporarily motivated and intrinsically motivated students.16

Philosophies of MotivationTraditional vs. Non-Traditional StudentsReadjustmentExperiences in the ClassroomTemporary MotivationInternal MotivationResponsibility & Source of Motivation

(Pew, 2007, p. 15)

The key issues here with motivation are: 1.) who is responsible, and 2.) who or what is the source of motivation.17

Extrinsic versus IntrinsicMotivatorsMinimum effortControls & RewardsCulturally driven & observableA commodity/investment

(Pew, 2007, p. 15-17)

At this point, Dr. Pew begins to discuss the differences between extrinsic and intrinsic motivation.

Some of the key points he makes about extrinsic motivation are:1.) that it requires minimum effort from the motivated person, 2.) it typically can be a controls and rewards method, 3.) has been known to be culturally driven & observable, and4.) has turned into a commodity or an investment for many people18

Extrinsic versus IntrinsicMotivatorsMinimum effortControls & RewardsCulturally driven & observableA commodity/investmentDemand more effortInherently interesting or enjoyableCredit for resultsAvailable & portableAccomplishment

(Pew, 2007, p. 15-17)

In Moving form pedagogy to andragogy by Knowles in 1984, he stated when a person becomes older, his motivation to learn comes more from his own self (p 12).

Those who are intrinsically motivated tend to demand more effort of themselves.To them, what they do is inherently interesting or enjoyable.They like taking credit for their results.This type of motivation is freely available and portable. (They can take it anywhere they go.)And the sense of accomplishment from this motivator can surpass external gratification.19

Andragogy & PedagogyWho is responsible?Who is to be motivated?

(Pew, 2007, p. 17-18)

Understanding extrinsic and intrinsic motivation, we can now look at andragogy and pedagogy.

We can discuss who is to be motivated and whos responsibility it is to be the motivator.20

Andragogy & PedagogyWho is responsible?Pedagogy

(Pew, 2007, p. 17)

Pedagogy is a teacher-directed model of education.

In this model, teachers are assuming all of the responsibility for teaching and this teaching is focused typically on transmitting information to children.21

Andragogy & PedagogyWho is responsible?Andragogy

(Pew, 2007, p. 17-18)

Conversely, andragogy is focused on helping adults acquire knowledge as well as critically thinking about the acquired information.

For the adults in this situation, the learning to them is for intrinsic value.

The adult, therefore, takes on the primary responsibility for their learning.22

ImplicationsMust understand who is responsible for motivation

(Pew, 2007, p. 18-19)

As instructors, we must consider what the implications are of this information.

First, we must understand who is ultimately responsible for motivating the learner in our particular circumstance.23

ImplicationsMust understand who is responsible for motivationExperience and baggage

(Pew, 2007, p. 18-19)

If we are teaching adults, we must remember that each person comes with their own experience and baggage.

They do not leave it at the door of your classroom.24

ImplicationsMust understand who is responsible for motivationExperience and baggageCannot know what motivates others

(Pew, 2007, p. 18-19)

We must remember that we cannot know what motivates anyone else.

We can only know what motivates us.25

ImplicationsMust understand who is responsible for motivationExperience and baggageCannot know what motivates othersThe platinum rule

(Pew, 2007, p. 18-19)

Dr. Pew also recommends that college level instructors apply the platinum rule.

This rule states that we might motivate others as they want to be motivated, not as we might want to motivate them (Pew, 2007, p. 19).26

Aligning Student & Instructor Motivations?Create learning environments

(Pew, 2007, p. 20)

Knowing this, how do we align our motivates with our students motivations?

We start by creating learning environments that27

Aligning Student & Instructor Motivations?Create learning environmentsInternal Resources

(Pew, 2007, p. 20)

Help the students use their internal resources.

What brought them to college and how can instructors use that?28

Aligning Student & Instructor Motivations?Create learning environmentsInternal ResourcesGain Knowledge

(Pew, 2007, p. 20)

The environment should also allow the students to gain knowledge29

Aligning Student & Instructor Motivations?Create learning environmentsInternal ResourcesGain KnowledgeSkills in:Critical ThinkingProblem Solving

(Pew, 2007, p. 20)

and develop skills in both critical thinking and problem solving.30

Aligning Student & Instructor Motivations?Create learning environmentsInternal ResourcesGain KnowledgeSkills in:Critical ThinkingProblem Solving

Understand potential road blocks

(Pew, 2007, p. 20-22)

Instructors must also understand and be prepared to deal with potential road blocks.31

Potential RoadblocksTradition

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(Pew, 2007, p. 20-22)

One road block an instructor might come against is tradition.

Many people do not like change and like to keep the status quo.

Pedagogy is the current way to teach and not everyone will want to break from that tradition.32


Futility of Fame

Image Source: http://blog.naver.com

(Pew, 2007, p. 20-22)

A second road block one might encounter is the futility of fame which Dr. Pew calls the catnip of motivator educators (Pew, 2007, p. 21).

Trying to motivate students can actually make students more dependent.

Dr. Pew mentions the concepts of enabling and codependency.

He states on page 21 that this addiction is some times so strong, the codependent will cause the other person to continue to be needy; this behavior is called enabling.33


Futility of Fame

Low Expectations

(Pew, 2007, p. 20-22)

The final example Dr. Pew dives in this paper is a mutual pact of low expectations (Pew, 2007, p. 21).

He implies that this could be College Administrations fault for pushing instructors to cater to students, thereby making the facultys motivation be self-serving instead of student centered.34

Motivational Hand Up or Hand Out?

Faculty as a Rescuer

(Pew, 2007, p. 22-23)

Motivation is obviously need by our students in order for them to succeed in college.

So how do we help them without hurting them?

Dr. Pew mentions that the faculty as a rescuer is not helping the student.

In actuality it is enabling the students, thereby making the faculty person an enabler.35


Faculty as a RescuerFaculty as a Bridge

(Pew, 2007, p. 22-23)

Dr. Pew then states that some faculty may attempt to be a motivational bridge, if only temporarily.

Unfortunately, while this may help a struggling student, those in the class that do not need the motivation will suffer.

This is because the instructors resources will be devoted to motivating instead of instruction.36


Faculty as a RescuerFaculty as a BridgeProviding a Balance

(Pew, 2007, p. 22-23)

Dr. Pew instead encourages finding a balance in developing adult-to-adult interactions (Pew, 2007, p. 22), whereby the instructor can be a facilitator of learning.37


Faculty as a RescuerFaculty as a BridgeProviding a BalanceSelf-Reliance

(Pew, 2007, p. 22-23)

Dr. Pew doesnt give us a definitive answer to this question of motivation.

Instead he wants us to critically think about our part in motivation.

He points out though, that ultimately we must depend on self-reliance for motivation. We cannot be responsible for motivating others.

They must learn to be self-reliant and find their motivation in themselves.38

ReferencesPew, Stephen. (2007). Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education. InSight : A Collection of Faculty Scholarship, 2, 14-25.

Link: http://www.insightjournal.net/Volume2/Andragogy%20and%20Pedagogy%20as%20Foundational%20Theory%20for%20Student%20Motivation%20in%20Higher%20Education.pdf39

Q & A