How maturity and motivation affect “readiness to learn,” and how educators can utilize these attributes to instruct adult learners.

Readiness to Learn � PAGE �1�

Readiness

Learning is inherent to everyone, but why do some people choose to learn at different times than others? Maturity and motivation provide the catalyst for a person 's readiness to learn. Each person 's maturity level depends upon his or her individual uniqueness according to life 's experiences, personal preferences, and situation. However, motivation can be more easily identified and labeled. This motivation is what triggers a person to take advantage of a learning opportunity when presented. Combined with maturity, motivation enables a person to succeed in their educational endeavors. Where does this motivation come from, and why does it provide the pivotal element in the decision to pursue learning? One of Knowles assumptions states "as a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles" Smith, 1999). These social tasks in many cases also provide the backbone for motivation. The following text will discuss how maturity and motivation affect "readiness to learn," and how educators can utilize these attributes to instruct adult learners.

Maturity

Adult learners normally bring a great deal of maturity, which is a product of self-confidence, self-awareness, and increased problem-solving skills (Newman & Peile, 2002). These factors combined with a multitude of independent social factors lead to a person 's maturity. This maturity allows them to cope more effectively in real life situations including the pursuit of educational goals. This individual quality must be recognized and reinforced by educators, which will enhance learning by identifying the proper timing for instruction (Lieb, 1991). An additional facet correlated with maturity is individualism, and individualism aids educators in constructing personal learning plans and assessments for future educational needs (Newman & Peile, 2002).

Motivation

Motivation provides reasons for an adult to pursue learning. This motivation is important to educators as it opens a portal allowing them to create a rapport with their students, and helps learners overcome any barriers that exist. Understanding a student 's motivation provides the initiation of interpersonal relationships and effective teaching. Motivation is normally intrinsic or extrinsic. As maturity grows the pendulum normally swings more toward the intrinsic side and focuses on internal desires and rewards. This is an ideal situation for educators due to the mostly self-directed learning style of the student.

When motivation is more external, it creates more of a challenge to the educator. Instructors can meet this challenge and build upon extrinsic motivation by establishing a friendly open atmosphere, an appropriate level of concern, and an appropriate level of difficulty (Lieb, 1991). Understanding a student 's external rewards and motivations allows the instructor the ability to influence learning to best suit the student. The best way to increase motivation to learn is to increase understanding. A greater understanding leads to more relevance, which leads to more involvement, and more involvement is crucial to student success (Kelly, n.d.).

Role of the Teacher

The role of the teacher in andragogy is to be a guide or facilitator. This assumption can be approached in a myriad of different ways. One can sit back and let self-directed learning take its course. However, this will not work for all students. Setting a proper atmosphere by creating relationships will help identify motivations and maturity levels. Introductions and background discussions are a couple of tools that can be used to help create an inviting atmosphere. In addition, understanding student 's motivation aids in establishing an appropriate level of concern. What matters more to one student, may not matter as much to another. Open dialogue and adjusting subject emphasis allows instructors to establish importance and concern. For internally motivated students, the educator has to establish an appropriate level of difficulty. Internally motivated students want to challenge themselves, but should not be overloaded. Associated with this premise, the teacher must understand the needs of extrinsic students and must not create a barrier to learning. Educators can accomplish this by allowing student 's to take control of their learning, establishing goals, identifying resources, deciding which method to use, and eventually leading to the process of critical reflection (Kelly, n.d.). As a teacher, act as a guide, understand the maturity and motivation levels of the student; this allows for more effective instruction and eventually a better level of transference.

References

Kelly, D.K. (n.d.) Adult Learners: Characteristics, Theories, Motivations, Learning Environment. Retrieved, September 2008 from http://www.dit.ie/DIT/lifelong/adult/adlearn_chars.doc

Lieb, S. (2007). _Principles of adult learning_. Retrieved July 23, 2007, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

Newman, P & Peile, E. (2002). Valuing learners ' experience and supporting further growth: Educational models to help experienced adult learners in medicine. British Medical Journal (International edition), 325 (7357) 200-203

Smith, M.K. (1999) 'Andragogy ', the encyclopedia of informal education, hhtp://www.infed.org/lifelonglearning/b-andra.htm

References: Kelly, D.K. (n.d.) Adult Learners: Characteristics, Theories, Motivations, Learning Environment. Retrieved, September 2008 from http://www.dit.ie/DIT/lifelong/adult/adlearn_chars.doc Lieb, S. (2007). _Principles of adult learning_. Retrieved July 23, 2007, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm Newman, P & Peile, E. (2002). Valuing learners ' experience and supporting further growth: Educational models to help experienced adult learners in medicine. British Medical Journal (International edition), 325 (7357) 200-203 Smith, M.K. (1999) 'Andragogy ', the encyclopedia of informal education, hhtp://www.infed.org/lifelonglearning/b-andra.htm