Motivating Adults To Learn Research Paper

Motivating Adults to Learn
Tammy Carpenter

Abstract
This paper will address teaching acts of inclusion or exclusion of learners, comfort and attitudes among adult learners, and the academic outcomes.
Teaching Acts, Inclusion or Exclusion of Learners
A key principle in motivating students to learn is Inclusion. Students who are aware of their inclusion feel a sense of connectedness with their learning, and their learning environment. This feeling of connectedness fosters respect between teacher and student relationships where there is no fear of being humiliated. With this collaborative respect, students feel safe to express their true selves and teachers are given the opportunity to know their
The American Heritage Dictionary defines exclusion as the act or practice of excluding. However, exclusion is less of a deliberate act and more of an indirect act. (Wlodkowski, 1999) The American Heart Association (AHA) teaches in their Core Instructor Course that instructors need to be conscientious about helping all students to achieve their potential and feel comfortable in their learning environment. For example, some students may come from cultures where students are not encouraged to speak up in class. In a case like this, instructors are taught to be on alert for students who may have something to contribute, but may let more aggressive students take the lead in classroom participation. According to the AHA, a student is probably not being intentionally excluded in a situation like this, but the student’s perception would be that this is the case. Experiences and feelings such as these dramatically reduce student motivation. (American Heart Association,
They need to have a variety of information available to them regarding their educational options. Adults need their learning environment to offer them flexibility in the areas of curricular and support services. Adults need to advisors who are supportive of their life, career, and academic goals. Adults also need to be recognized for the work-based learning and experiences they’ve already acquired. (Flint, 1999)
Adult learners have been more widely exposed to a variety of experiences and therefore usually need to experience learning through multiple methods of instruction as well as assessments. Adult learners have the unique capability of co-creating their own learning because their life experiences can enhance and enrich the academic experience. (Flint, 1999) However, McLoughlin claims that while co-creating the learning experience improves student attitudes, it does not affect student achievement.
There are many things that can enhance an adult learners comfort and attitude about continuing education. One important thing that they need to know is that learning is not limited by age. Adults need to believe that they can do it; they can be a successful learner no matter what their educational history may be. (Phillips,