MOTIVATION-A KEY ELEMENT TO LEARNING

It is fascinating to observe adolescents engaged in the learning process. They are so eager to learn. Every bit of knowledge given to them is intriguing and welcomed. Young learners routinely question and look for answers and explanations to their new world. But what motivates them to quest for this knowledge? According to Gom, 2009, p. 18, “learning without understanding the facts of motivation is a recipe for disaster.” There are two types of motivation factors that guide learning. They are intrinsic and extrinsic motivation (Gom, 2009). Gom explains that with extrinsic motivation, students work hard because there is some reward in store--external factors are not a reason for their motivation. Whereas with extrinsic motivation, “students are motivated because something inside of them makes them have a strong desire to learn” (Gom, p. 18).Whether the motivation is intrinsic, extrinsic or a combination thereof, one’s motivation to learn is an area of intrigue at various levels of academia. .
The purpose of this blog is to explore the facets of motivating adult learners. Furthermore, the justification for exploring these facets of research will be given.
According to Gom, 2009, extrinsic and intrinsic motivational factors can also be applied to adult learner, as well. Gom contends that adult learners may be motivated by the pursuit of a promotion or getting a higher salary. Intrinsic motivation applies to adults “where they develop high ”self-esteem” (Biech, 2004, as cited by Gom, 2009). Gom postulates that adults with intrinsic motivation see the task of learning as a joyous and exciting experience and those learners are more likely to be independent and less likely to be dependent on the teacher for further help.
Andragogy focuses on adult learning whereas pedagogy relates to children learning (Gom, 2009). Gom states that Knowles (1984) developed this theory which is premised on four basic assumptions (a fifth was added later). The assumptions are:
1. Self-concept: As people mature their self concept moves from one of
being a dependent personality toward one of being a self-directed
human being.
2. Experience: As people mature they accumulate a growing reservoir of
experience that becomes an increasing resource for learning.
3. Readiness to learn. As people mature their readiness to learn becomes
oriented increasingly to the developmental tasks of their social roles.
4. Orientation to learning. As people mature, their time perspective
changes from one of postponed application of knowledge to
immediacy of application, and, accordingly their orientation, toward
learning shifts from one of subject-centeredness to one of problem
centredness.
5. Motivation to learn: As people mature the motivation to learn is
internal. (Knowles 1984:12)
Justification for Topic
The process of motivating adult learners is an area that is in great need of exploring. We often speak of pedagogy and motivating young learners; but the area of andragogy is open for exploration. With the prevalence of distance education globally, more adults are becoming involved in pursuing advanced degrees and continuing education opportunities. Though, it has been noted that adults tend to have more intrinsic motivational factors (Knowles, 1984 as cited by Gom, 2009), adult learners are still in need on continuous motivation as they engage in the learning process. This is due to their abundance of work and home responsibilities that can often reap havoc on their daily lives. It would be so easy for them to give up. In light of these factors, it behooves adult educators to reflect upon successful motivational techniques and strategies to keep the adult learner engaged and motivated.

Reference

Gom, O., (2009). Motivation and adult learning. Contemporary PNG Studies: DWU Research Journal, vol 10. Retrieved from Walden University Academic Research Premier database on December 19, 2009.