Adult Learning Motivation and Goals

Becoming a Better Learner

• Becoming a better learner comes down to strong beliefs, helping one make life-changing decisions and influence others
• Numerous books on self-help, financial freedom, and empowerment exist but this module focuses on improvement, not perfection.
• Adult learners often face challenges in continuing their learning, therefore this module provides insights into their motivation and how to manage those obstacles.
• Understanding different learning styles will help to successfully nurture individual potential.
• Adult learners often return to education for career changes, financial reasons, or to gain new skills for professional advancement.
• Learning in adulthood often involves a shift away from traditional classroom settings.

Adult Learner

• The typical adult learner is diverse with varied backgrounds (age, gender, culture, socio-economic background, and professional experiences).
• Adult learners often have personal and professional responsibilities that influence their learning experience.
• Adults are not always motivated the same way as younger learners.
• Adults have developed their opinions through their life experiences. This affects their personality.
• Young learners do not have the same freedom of choice as adult learners.
• Adults have gathered experiences that shape their learning.

Young Adulthood (Ages 20-35)

• Physical abilities tend to be at their peak during young adulthood.
• Individual personalities are developing based on earlier conditioning and education.
• Many responsibilities begin to emerge within this stage.
• Adults during this phase often have goals and aspirations related to the future.

Middle Adulthood (Ages 35-60)

• The aging process becomes more significant, resulting in considerable changes to the psychological mindset.
• Learning activities during this time can be impacted by personal responsibilities and roles such as marriage or having children.
• Adults in midlife may experience periods of crisis associated with changes in life stages.

Late Adulthood (Ages 60 and Older)

• This phase overlaps with middle adulthood, possibly with a few changes already evident.
• Adults in late adulthood have gathered various experiences over time.
• They may be seeking out continuing education or retraining opportunities out of desire, need, or a lack of involvement in a specific field.

Realization of Educational Needs

• Adults return to learning for various reasons, including new career paths, financial goals, or the need for skills upgrades.
• Job dissatisfaction, a desire for new hobbies, or financial motivations can influence adult learners' decision to pursue education.
• Creating alternative income streams or additional financial opportunities is a major motivation for many adults returning to educational programs.

Activity 1 and Roadblocks to Learning

• Common roadblocks to learning for adult learners include hectic schedules, work responsibilities, and peer pressures.
• Other roadblocks can include personal factors like lack of confidence, lack of awareness, and bureaucracy or red tape.

Adult Learning Theories

• Andragogy: Suggests that adults are self-directed learners and that learning should address their needs and experiences.
• Self-directed learning: Suggests that adults are motivated to learn when they take ownership of and control their learning and create their pathways.
• Experiential Learning: Learning that is enhanced by experiences and practical application; knowledge gained is often more pertinent to the learner.
• Action Learning: A method that emphasizes collaborative problem-solving, applying what was learned in the moment, and learning in a team setting.
• Project Based Learning: Learning by engaging in and solving problems; the activities and tasks would involve solving practical problems and finding solutions based on experience.
• Transformational Learning: A focus on challenging and possibly changing one's assumptions; this encourages a lifelong learner.

Learning Styles

• Different learning styles exist, and learning experiences are better with an awareness of learning styles – this involves being able to adapt to different learning activities.
• VARK model: Learning styles categorized into visual, aural, read/write, and kinaesthetic.
• Different strategies support each learning style.

Adult Learners and Technology

• Modern technology shapes the methods and tools for learning and teaching.
• Digital literacy is crucial for effective engagement in modern learning environments.
• Modern platforms can be used to facilitate learning and engagement for adult learners as well as providing a flexible learning experience not confined by time or place.

The Better Learner

• Adult learning evolves in a different way as compared to childhood learning.
• Adults are more likely to be goal oriented.
• The concept of a lifelong learner involves a more flexible approach.

Motivation in Adult Learning

• Motivation plays a vital role in the decision-making process of whether an adult learner wants to re-engage with learning.
• Understanding the factors that impact motivation is a key element to helping support those motivations.
• Motivation has various types, including intrinsic and extrinsic factors.
• Intrinsic motivation is based on personal enjoyment and interest; it can take various shapes from simple daily activities to more elaborate pursuits.
• Extrinsic motivation is influenced by external factors, such as incentives, rewards, or praise, and can be highly effective in some circumstances

Flow Theory

• A learner experiences a wide range of emotions throughout the learning process, including anxiety, confusion, and amazement.
• The flow state is achieved when learners understand concepts and structure and less emotional involvement is needed.

Achievement Goal Theory

• Performance-oriented goals are mostly concerned with proving competence and skill through meeting external standards, rather than developing a skill or deeper understanding.

Expectancy Value Theory

• Learning intention is influenced by the learning process, such as goal-directed efforts and the expected outcome.

• The expectations based on self-efficiency, plus the perceived value of the learning, are important factors for motivation.

• Adults may have different learning needs and approaches

• es