An in-depth research paper looking at how we can best help adults learn more effectively.
Written in 2005; 27,254 words; 60 sources; APA; $ 249.95
Paper Summary:
This paper reviews available literature in order to find a practical and consistent way to plan and organize instruction that can enhance adult learners' motivation to master any subject and looks at ways for instructors to enhance adult learners' motivation during the process of instruction when they are face-to-face with adult learners. The paper also considers whether a modified version of the third generation formula for sales can be an effective tool for adult education program delivery. Next, the paper looks at new models that can be introduced that will facilitate collaboration between student/consumers/customer and teacher/learning activities provider. Additionally, the paper examines whether a motivationally based theory of instruction for adults can be constructed by blending components of adult motivational theories with those of adult learning theories. Finally, the paper looks at whether a motivationally based theory of instruction can be applied in practical and concrete ways to aid adult educators in designing, planning, and delivering instruction that enhances the adult learners' intrinsic motivation to learn.
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Scope of Study
Rationale of Study
Overview of Study
Review of Related Literature
Methodology
Description of the Study Approach
Data-gathering Method and Database of Study
Data Analysis
Summary, Conclusions and Recommendations
From the Paper:
"A primary goal of educating younger learners is to challenge them without frustrating them; by sharp contrast, a fundamental goal in educating the adult learner is to help him or her achieve personal growth and improvement in pursuit of the larger objectives of career advancement or professional development. The demands on adult learners today require a new model, that of lifelong learning. "It is a model foreseen for the last quarter of a century by various policymakers and educators. But systems for lifelong learning are not new" (Marsick, 1998, p. 119). The systems that are in place across the country are not new, but they are also ill-prepared for the explosive growth in adult learners seeking services today and in the future."
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