Relevant bibliographies by topics / Motivation in adult education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Motivation in adult education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Motivation in adult education"

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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.
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Rothes, Ana, Marina S. Lemos, and Teresa Gonçalves. "Motivational Profiles of Adult Learners." Adult Education Quarterly 67, no. 1 (September 22, 2016): 3–29. http://dx.doi.org/10.1177/0741713616669588.

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This study investigated profiles of autonomous and controlled motivation and their effects in a sample of 188 adult learners from two Portuguese urban areas. Using a person-centered approach, results of cluster analysis and multivariate analysis of covariance revealed four motivational groups with different effects in self-efficacy, engagement, and learning. The study showed that groups of learners who have high autonomous motivation in the beginning of a course score higher in self-efficacy and later on in behavioral engagement and use of deep-learning strategies, whereas those who have controlled motivation alone or low levels of both types of motivation have worse results. Additionally, the study showed motivational differences according to adult learners’ gender, educational level, and occupational status. The influence of the Portuguese adult education system on the results and the implications of the study for the practice of adult education are also discussed.
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Bertea, Iulian-Ciprian. "Motivating adults for vocational training and retraining." Univers Pedagogic, no. 4(76) (December 2022): 47–50. http://dx.doi.org/10.52387/1811-5470.2022.4.09.

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In this article we tried to define certain aspects of motivation in general, and of adult education in particular. Motivation is important both from the perspective of the adult student, but also from the perspective of the trainer. The challenges of adult education are multiple and constantly changing compared to children’s education, a standardized education. Adults participating in vocational training or retraining courses come with a different life experience and personal motivation than minor students. Specialized literature offers numerous definitions of the term „motivation”.
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Lukianova, Larysa. "Motivation factors of adult learning." New Educational Review 44, no. 2 (June 30, 2016): 223–29. http://dx.doi.org/10.15804/tner.2016.44.2.18.

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Mambo, Alice W. "The Rationale Motive of Adult Christians’ Participation in Education Programs among Episcopal Churches in Southern California." Christian Education Journal: Research on Educational Ministry 16, no. 1 (December 19, 2018): 7–25. http://dx.doi.org/10.1177/0739891318816105.

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The understanding of the motivational orientations of adults with complex reasons participating in learning activities is a base for church leaders and directors of Christian education to plan educational programs that meet their needs as adult learners. Knowing their motivation helps determine the curriculum, methods of teaching, and the available resources, leading to success in reaching the desired goals for the members and the church. This paper investigates adults’ voluntary participation in congregationally sponsored Christian education programs among Episcopal churches in Southern California. Adaptation of the education participation scale (EPS) (Boshier, 1991) was used to measure the adult’s motivation to participate.
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Hubackova, Sarka, and Ilona Semradova. "Research Study on Motivation in Adult Education." Procedia - Social and Behavioral Sciences 159 (December 2014): 396–400. http://dx.doi.org/10.1016/j.sbspro.2014.12.395.

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Yi, Yong Cun, and Jae Bok Seo. "The Effect of Adult Participation Motivation for Lifelong Learning on Subjective Happiness through Self-Effect in China." Education Research Institute 21, no. 4 (November 30, 2023): 233–49. http://dx.doi.org/10.31352/jer.21.4.233.

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The purpose of this study is to investigate the effect of Chinese adults' motivation to participate in lifelong learning on subjective happiness through self-efficacy. In this study, 798 Chinese adult lifelong learners were surveyed and the SPSS 25.0 program was used for analysis. As a result of the study, first, it was found that the motivation of Chinese adult learners to participate in lifelong learning affects subjective happiness through self-efficacy. This means that learners with clear motivation to participate in lifelong learning and learners with high self-efficacy have higher subjective happiness in lifelong education activities. Second, as a result of structural model analysis, the motivation to participate in lifelong learning had a positive effect on self-efficacy and subjective happiness. Through this, it can be seen that participation motivation is an important factor in fully expressing self-efficacy when adults participate in lifelong education activities. Third, it showed a mediating effect of self-efficacy in the relationship between motivation to participate in lifelong education and subjective happiness. Efforts were needed to improve self-efficacy as well as motivation for participation in order to improve the subjective happiness of adult lifelong learners. This study is meaningful in that it revealed the important factors of self-efficacy as well as the importance of motivation to participate in lifelong learning in the subjective happiness of Chinese adult learners.
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Vaganova, Olga I., Irina V. Rudenko, Server N. Bekirov, Leviza I. Abbasova, and Maxim M. Kutepov. "Modern technologies of adult education." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 57–64. http://dx.doi.org/10.34069/ai/2020.28.04.7.

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The motivation to constant knowledge update is due to the dynamic scientific and technological progress, which affects the change of all spheres of human activity. Employees of many organizations are in need of both professional development as well as obtaining a new specialty in order to maintain and improve their own competitiveness. In these conditions, higher educational institutions focused on adults training, are looking for new ways that will improve the formation of adult students competence. The purpose of the article is to analyze the experience of modern technologies implementation in the process of adult education. The article reveals the possibilities of innovative educational technologies, their essence and role in modern professional education. The role of continuous adult students education is emphasized, their functions are highlighted. The authors have identified the features on which the teacher relies in the process of adults training, which helps to make the training more effective. The implementation of modern adult education is based on the following principles: problematical character (the teacher should remember that adult students may feel uncomfortable in a group, they may be unaccustomed to feel like students again, for this it is necessary to "immerse" them in favorable conditions of communication. Role-playing, "brain storm" (which is more often referred to as discussion technologies, but in gaming it also takes place), blitz games contribute to the removal of emotional tension and the formation of effective cognitive motivation; the principle of dialogical communication.The study conducted among students of professional development courses from the age of 32 to 45 showed the need for further introduction of modern educational technologies in adult education. Their capabilities make the learning process more intense, active, and at the same time contribute to the rapid achievement of positive results.
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Rustomfram, Nasreen, and Vibha Singh. "Motivation for Pursuing Further Education amongst Adult Learners." Ariadna, no. 3 (2016): 61–69. http://dx.doi.org/10.6035/ariadna.2016.3.9.

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Terenko, Olena. "Technologies of Adult Education: Northern-American Experience." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 44–50. http://dx.doi.org/10.2478/rpp-2019-0028.

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Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educational technology” is analysed. Educational technology is systematic targeted approach to learning that combines specific teaching methods, educational technology, and takes into account psychological part of the learning process – relationship between learners and those who teach; systemic ways of activities of those who teach and those who study for the effective achievement of learning goals. Principles of educational technology usage are outlined. They are: individualization, creativity, self-motivation, cooperation, activity. The gist of interactive technology is found out. Interactive learning technology is based on the interaction between participiants of training; organization of joint activities based on dialogic teaching methods; a way of organizing learning of adults considering the needs, interests, personal and professional experience. Basic forms and methods of adult’s interactive teaching in the USA are: conversation, discussion, collective solving of creative situations, the method of “round table”, project method, playing techniques, mentorship, coaching – training in small groups, storytelling, method of narrative.
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Dissertations / Theses on the topic "Motivation in adult education"

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Barnett, Deborah R. "Adult Education: Motivation and Recruitment of Working Adults in the Pursuit of Higher Education." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/349.

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Adult learners, particularly working adults pursuing higher education, face barriers which may be different from their traditional counterparts. In addition to issues of time and money which many students find challenging, working adults also balance job responsibilities and may have to juggle family responsibilities. These barriers, combined with the fact that some higher education institutions are still not fully recognizing this growing student population in regards to scheduling and services, leave working adults with limited access to higher education opportunities. This study was conducted in a rural Midwestern area which, like much of the United States, had experienced an economic downturn. Research was conducted using two groups of working adults within a 60-mile radius of Southern Illinois University Carbondale: those who were currently enrolled in a degree seeking program and those who were not currently furthering their education but may have had a desire to do so. The goal was to gain understanding about the demographics of these two groups, the barriers that may hinder their educational goals, and what higher education institutions can do to address those barriers in order to develop the knowledge and skills of working adults educationally with a goal to, in turn, develop the regional economically and educationally.
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Olson, Nancy B. "Educational motivation in older adults /." View online, 2001. http://repository.eiu.edu/theses/docs/32211131498845.pdf.

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Hubbard, Audra. "Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hubbarda.pdf.

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Grishkevich, Hanna H. "Accelerated Degree Program Faculty: Motivation to Teach." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849699/.

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Adult educators are a growing part of American higher education. Because of their increasing prominence in adult education, it is essential to understand what roles these educators play and what motivates them to remain in the profession despite poor work prospects and conditions. Research to date, however, focuses primarily on the adult learner and not the adult educator. The purpose of this qualitative, multiple-case study was to explore the role and motivation for teaching of adult educators employed as adjunct faculty in an accelerated degree program at a small, liberal arts college in the northwest United States. Purposeful sampling was used to select the five participants for the study. All participants taught in the program for more than five years and were considered to be successful in their positions by peers, students, and administrators. The study employed a preliminary demographic survey to solicit initial background data on the instructors. Other data collection included in-depth, open-ended, face-to-face interviews, document analysis, and classroom observation. The results showed that all five participants identified the following roles and assumed them in the classroom: (a) facilitator, (b) listener, (c) specialist, (d) guide, (e) adviser, and (f) co-learner or colleague. Further results showed that all five participants were motivated to teach in the program for reasons other than monetary compensation. Although participants shared different levels of personal commitment to the institution, they all expressed extensive commitment to teaching, their discipline, and students. Motivating factors for teaching were (a) opportunity to teach part time, (b) love for the subject, (c) opportunity to gain more expertise in the field, (d) opportunity to grow and learn, (e) opportunity to give back, and (f) student success and growth. A major practical implication of this study is that adjunct faculty in an adult education program are motivated to teach for different reasons, but the primary motivation can be seen as altruistic versus monetary and practical. If college administrators want to produce and retain successful adjunct faculty, they must recruit and hire those individuals whose motivation for teaching is altruistic with a desire to enrich the lives of students.
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Lucey, Kevin. "The Effect of Motivation on Student Persistence in Online Higher Education| A Phenomenological Study of How Adult Learners Experience Motivation in a Web-Based Distance Learning Environment." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750789.

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The purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Since the 1990’s, online courses and programs have proliferated across higher education, with adults (ages 25 and over) currently making up the largest portion of online enrollments. Online courses, however, suffer from a higher rate of student attrition than their hybrid and face-to-face counterparts. Although it is difficult to attribute the high rate of attrition in online education to any one factor, research has identified a lack of motivation as a primary cause of student dropout. Likewise, studies have shown that when motivation is present, learners are more likely to persist in their coursework. In order to develop a deeper understanding of this issue, a phenomenological approach was chosen as the most appropriate method for this study.

Participants for this study were at least 25 years of age and were enrolled in an online class at a large public university in the Mid-Atlantic region of the United States. In adhering to the phenomenological method, open-ended, in-depth interviews were used to investigate how adult learners experience motivation in online higher education. Transcendental phenomenological analysis was then used to determine the essence of this experience. During the first stage of this process, twelve distinct themes emerged from the data, including Relevance and Applicability, Communication, Flexibility, and Instructor Presence. During the next stage, three additional structural themes were identified: Relation to Self, Relationship with Others, and Time. During the final stage of analysis, the essence of this experience was revealed as the participants’ Goal Commitment and their Need for Guidance.

Key findings from this study include the confirmation of motivation as a critical component in the persistence of adult online learners. In addition, a number of factors were identified as key facilitators and barriers to persistence in adults learning online. In developing an in-depth understanding of the link between motivation and persistence in this particular sample of learners, the results of this study may potentially contribute to addressing the overall larger problem of high rates of attrition in online higher education.

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Bireda, Martha Russell. "Adult students' perceptions of educational barriers demographic and metacognitive factors /." Gainesville, FL, 1987. http://www.archive.org/details/adultstudentsper00bire.

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Redman, David J. "Motivation of Adult, Auditioned Community Choirs| Implications toward Lifelong Learning." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10097705.

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Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using Advanced Measures of Music Audiation, Singing Coach, measure of vocal ability and a questionnaire relating to topics of motivation, retention and stress and anxiety contained within the sub-constructs of Cusp Catastrophe Theory. The results of this study identified aesthetic motivation as the primary construct as to why members elect to join the choir. In direct relationship to this motivation, lack of aesthetic beauty and truth was identified as why members would not retain their membership in the choir. Members did not experience stress and anxiety while learning or performing choral music. However, they did agree that some level of stress is beneficial to singing. In this study, no participant suggested that stress and anxiety related to vocal ability would prevent them from achieving their performance goal. Implications from this research may include determining program literature to be presented that is perceived as having aesthetic qualities which will be beneficial for membership and retention of choir members.

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Green, Michael. "Motivation and Learning of Non-Traditional Computing Education Students in a Web-Based Combined Laboratory." Thesis, Nova Southeastern University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715421.

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Hands-on experiential learning activities are an important component of computing education disciplines. Laboratory environments provide learner access to real world equipment for completing experiments. Local campus facilities are commonly used to host laboratory classes. While campus facilities afford hands-on experience with real equipment high maintenance costs, restricted access, and limited flexibility diminish laboratory effectiveness. Web-based simulation and remote laboratory formats have emerged as low cost options, which allow open access and learner control. Simulation lacks fidelity and remote laboratories are considered too complex for novice learners.

A web-based combined laboratory format incorporates the benefits of each format while mitigating the shortcomings. Relatively few studies have examined the cognitive benefits of web-based laboratory formats in meeting computing education students’ goals. A web-based combined laboratory model that incorporates motivation strategies was developed to address non-traditional computing education students’ preferences for control of pace and access to learning. Internal validation of the laboratory model was conducted using pilot studies and Delphi expert review techniques. A panel of instructors from diverse computing education backgrounds reviewed the laboratory model. Panel recommendations guided enhancement of the model design.

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Redman, David James. "Motivation of Adult, Auditioned Community Choirs: Implications toward Lifelong Learning." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6134.

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Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using Advanced Measures of Music Audiation, Singing Coach, measure of vocal ability and a questionnaire relating to topics of motivation, retention and stress and anxiety contained within the sub-constructs of Cusp Catastrophe Theory. The results of this study identified aesthetic motivation as the primary construct as to why members elect to join the choir. In direct relationship to this motivation, lack of aesthetic beauty and truth was identified as why members would not retain their membership in the choir. Members did not experience stress and anxiety while learning or performing choral music. However, they did agree that some level of stress is beneficial to singing. In this study, no participant suggested that stress and anxiety related to vocal ability would prevent them from achieving their performance goal. Implications from this research may include determining program literature to be presented that is perceived as having aesthetic qualities which will be beneficial for membership and retention of choir members.
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Nicholson, Henry J. "A comparison of the motivations and learning strategies employed by adult learners in industrial training programs." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1464Nicholson/umi-uncg-1464.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Samuel D. Miller; submitted to the School of Education. Includes bibliographical references (p. 92-98).
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Books on the topic "Motivation in adult education"

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Kanwal, Ramlal. Motivation towards adult education. New Delhi: Criterion Publications, 1990.

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European Conference on Motivation for Adult Education (1983 Hamburg, West Germany). Motivation for adult education: Working papers presented to the European Conference on Motivation for Adult Education. Bonn: aGerman Commission for Unesco, 1985.

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Wlodkowski, Raymond J. Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. 3rd ed. San Francisco: Jossey-Bass, 2008.

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Vir, Dharm. Development of human interests: A study in adult psychology. New Delhi: Indian Adult Education Association, 1993.

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Wlodkowski, Raymond J. Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass Publishers, 1985.

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Wlodkowski, Raymond J. Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass Publishers, 1989.

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Winberg, Chris. How to teach adults. Cape Town: Juta & Company, 1996.

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H, Knoll Joachim, German Commission for UNESCO, and European Conference on Motivation for Adult Education (1983 : Hamburg), eds. Motivation for adult education: Working papers presented to the European Conference on Motivation for Adult Education, Hamburg, 28 February- 4 March 1983 : organised by the German Commission for UNESCO and the UNESCO-Institute for Education. Bonn: German Commission for UNESCO, 1985.

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Smith-Burke, M. Trika. Starting over: Characteristics of adult literacy learners. New York, N.Y: Literacy Assistance Center, 1987.

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Blair, Amy. Facing Goliath: Adults' experiences of participation, guidance and progression in education. [Edinburgh]: Scottish Council for Research in Education, 1993.

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Book chapters on the topic "Motivation in adult education"

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Ginsberg, Margery B., and Raymond J. Wlodkowski. "Motivation." In The Handbook of Adult and Continuing Education, 91–99. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-12.

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David, T. J., and L. Patel. "Adult Learning Theory, Prizes and Motivation: Fundamental Learning Issues." In Advances in Medical Education, 7–10. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_2.

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Boeren, Ellen, Sofie Cabus, and Alan Mackie. "Participation in Adult Learning: System Characteristics and Individuals’ Experiences." In Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe, 87–113. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14109-6_4.

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AbstractResearch on participation and inequality in adult education and training shows ‘system characteristics’ play a key role in restricting access to young adults with low levels of education. This chapter focuses on what advantages an inclusive policy on lifelong learning has for society as a whole. Structural barriers mean that an opportunity (or desire) to participate is not equally distributed, yet some low-educated adults do participate. From them we can learn how barriers can be lowered. Initiatives under the EU’s Youth Guarantee and Upskilling Pathway programmes are analysed across nine countries, representing different welfare regimes and approaches to adult education. Learners’ and staff experiences are broadly similar across programmes and countries. Participants’ motivation and confidence are key to success, pointing to the need for individual support.
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Toiviainen, Hanna, Natasha Kersh, George K. Zarifis, and Pirkko Pitkänen. "Conclusion: Divergences or Convergences? Facilitating Active Citizenship Through Adult Education Across Europe and Beyond." In Young Adults and Active Citizenship, 167–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_9.

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AbstractThe chapter draws the lines of discussion of the book together and scrutinises the findings from the perspectives motivating the EduMAP study. A multiplicity of adult education policies, programmes and actions presented in the book sought answers to the question: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe? Each contribution in this volume approached the question from original social and educational starting points, which may further be elaborated on within the national, European and wider contexts. Chapter includes reflections on alternatives to the discourse of Neo-liberal Life-Long Learning and Adult Education, the expectations vs. reality of Adult Education as a means to prevent social exclusion, and key conclusions outlining the future challenges for Active Participatory Citizenship pursued through adult education.
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Li, Dongying. "The Influences of Intrinsic Motivation on Adult Beginners of Learning English." In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 371–77. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_46.

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Cappello, Gianna, and Marianna Siino. "Building Youth Civic Engagement through Media Education and Educational Commons." In Educational Commons, 51–68. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_4.

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AbstractThe Italian case study, presented in this chapter, develops the concept of educational commons building on the field of media education and the notions of “participatory culture” and digital commons. The motivation for this study arose from the need to reconsider education as a shared resource and to examine the importance of experimenting with, monitoring, and evaluating (digital) co-creation practices that may engage and empower young people within their communities. Hence, our research questions were: (a) How do young people collectively experience and build the educational commons? (b) How do participants (youth and adults) in educational commons experience peer governance, and how do they handle and resolve conflicts? (c) How does the co-creation of a photo blog as a shared space of action help young people discover and develop a “civic intentionality” in the (digital) public sphere? (d) What are the effects of applying a commons’ logic to address inequalities and achieve social inclusion of young people from vulnerable social groups? The analysis of the textual data collected through interviews and focus groups, logbooks, fieldnotes, observation grids, and audiovisual documentation, we have been able to (a) reconstruct the micro-context in which the case study activities took place, (b) comprehensively describe the relational dynamics, the processes, and the products using unobtrusive methods, and (c) assess the impact of the activities concerning the objective of developing “civic intentionality” and reducing educational inequalities through an educational-commons and media-education approach.
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Barke, Hans-Dieter, Günther Harsch, and Siegbert Schmid. "Motivation." In Essentials of Chemical Education, 41–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21756-2_2.

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Potter, Jeremy. "Adult Education." In Independent Television in Britain, 244–51. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

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"Motivation." In Adult Educational Psychology, 95–124. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087905552_006.

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Kramer-Gordon, Gloria Joanne, and Elizabeth Gates Bradley. "Eliminating Barriers for Non-Traditional Minority Adult Learners (NMALs) in Online Spaces." In Motivation and Momentum in Adult Online Education, 179–98. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7712-0.ch011.

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With the rising cost of inflation, adults are considering returning to school. Yet, the family-work balance, cost of living, and prices of education create barriers for most, especially diverse adults in low-socioeconomic areas, English language learners (ELLs), and those labeled with a disability. As education has taken the lead in online spaces, barriers still have been overlooked to provide equitable and accessible educational platforms for adults. As motivation for a promising future drives non-traditional minority adult learners (NMALs) to return to school, education must be convenient, cost-effective, and inclusive. Furthermore, advancing technology and digital tools leave both educators and adult learners at a disadvantage. By incorporating professional development, fair access to technology, and WOW practices into online learning environments, barriers will be eliminated for NMALs allowing for systemic equity in online learning platforms.
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Conference papers on the topic "Motivation in adult education"

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Widiyanti, Indri Ayu, Jajat S. Ardiwinata, and Laksmi Dewi. "Online Learning Motivation." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.013.

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Dementieva, T. G. "FOREIGN LANGUAGE ENVIRONMENTAL EDUCATION FOR SPECIALISTS AS A FACTOR OF SUCCESSFUL PREPARATION TOWARDS INTERCULTURAL COMMUNICATION." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-53-56.

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The purpose of additional adult education is the personal development of students as subjects of intercultural communication. Foreign language environmental education of specialists is one of the conditions for successful preparation for intercultural communication. To achieve this goal, teachers use various pedagogical technologies for teaching adults, which helps to increase the communicative motivation of adult students, increases their activity, and contributes to the intensification of the educational process. The article presents the experience of working with the educational material of the authentic textbook «EDITO A2», dedicated to the analysis of environmental problems in francophone countries: France, Belgium, Switzerland and Canada.
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Pampouri, Anastasia, Paraskevi Tsolakidou, and Azarias Mavropoulos. "TRAINING OF LIFELONG LEARNING ADULT TRAINERS: MOTIVATION AND OBSTACLES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1334.

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Sadikin, Irma Savitri. "Weblog-Based Learning and Classroom-Based Learning with High, Adequate, and Low Motivation Indonesian Primary EFL Learners." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.025.

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Sadikin, Ade, Oong Komar, and Cucu Sukmana. "Training Management Based on Digital Marketing in Increasing Enterprise Motivation for Micro, Small and Medium Enterprises in Cimahi City." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.017.

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Balanescu, Ramona cristina. "ASPECTS OF THE LEARNING MOTIVATION IN THE STUDENT POPULATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-206.

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The concept of motivation was granted and is still being granted particular attention, the researchers being intensely concerned with studying the reasons leading people and pushing them to act. Furthermore, the learning process is contemporarily suffering changes triggered by the individuals' characteristics, needs and interests. The learning is a particularly complex and difficult process at any age, a process the authors of "Orizontul f?r? limite al ?nv???rii" ("The Limitless Horizon of Learning") state about that "nowadays, no one is learning, yet, at the level, with the intensity and at the speed necessary to deal the modern world complexity". Thus, the concepts mentioned hereinabove acquire new connotations, the education theorists and practitioners being interested in identifying the factors stimulating the learning motivation at different age stages. The adult motivation and learning has certain features, but it might be difficult to generalise the features of adults as students because of the individual differences generated by age, mentality, education level, personality, economic situation, but also by other factors. This paper attempts the identification of some aspects of the learning motivation in the student population, going beyond these differences. A student's successes can be attributed to his high motivation, while a student avoiding the effort and acquiring in-depth knowledge can be considered as lacking motivation. The higher the students' motivation, the higher their involvement, which will not delay their activity results in appearing. We consider one of the main aspects a successful teacher should reflect upon should be both knowing the student population he/she works with, and identifying and applying the effective manners of motivating students, supporting their learning activity. This study aims at finding the characteristics behind the learning motivation in some of the students in the "Politehnica" University in Bucharest, where we perform our activity, as a premise both for building a better relationship in the didactic process, and for their academic succes.
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Roh, Seak-Zoon. "A Study on the Relationships of Adult e-Learning Learners' Learning Motivation, Self-Regulated Learning, Learning Satisfaction, and Procrastination." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.15.

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Mc Loughlin, Claire, and Marian Jennings. "LIFE-LONG LEARNING – MOTIVATION AND PARTICIPATION IN CONTINUING PROFESSIONAL DEVELOPMENT: THE CASE OF ADULT EDUCATION TUTORS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1493.

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Tan, Bao Zhen, and Yee Zher Sheng. "Learning Motivation of Adult Learners During the Transition to Fully Online Learning Due to COVID-19." In – The Asian Conference on Education & International Development 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2189-101x.2023.56.

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Zhao, Rong, Kexin Liu, and Meiyuan Zhang. "Teachers’ Desirable Competences and their Effects on Adult Learners’ Motivation in Online Foreign Language Learning." In ICDEL 2023: 2023 the 8th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3606094.3606114.

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Reports on the topic "Motivation in adult education"

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Milner, Scott D. Motivation in Adult Language Learning: Research Review and Navy Applications. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ad1019072.

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Panitsides, Eugenia. Adult education: Reaching the unreached. Emerald, January 2022. http://dx.doi.org/10.35241/emeraldopenres.1114922.1.

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Sibieta, Luke, Ben Waltmann, and Imran Tahir. Adult education: the past, present and future. The IFS, June 2022. http://dx.doi.org/10.1920/bn.ifs.2022.bn0344.

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Zhang, Yuan, Elizabeth Frankenberg, and Duncan Thomas. Education and Adult Cognition in a Low-income Setting: Differences among Adult Siblings. Cambridge, MA: National Bureau of Economic Research, April 2024. http://dx.doi.org/10.3386/w32362.

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Guryan, Jonathan, James Kim, and Kyung Park. Motivation and Incentives in Education: Evidence from a Summer Reading Experiment. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20918.

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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.

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Waltmann, Ben, Imran Tahir, and Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, April 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

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