Detailed Outline

Running head: ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION
Meashel Mason
March 3, 2016
OMDE Research Project
University of MD, University College
ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION
Outline with References

Working Title: How can the usage of design principles in andragogy process designs help
motivate and engage adults to continue their distance learning education?
Abstract (to be completed at the end/after the draft has been completed)
Introduction
The purpose of this research is based on finding additional ways that can help distance
learning professionals keep their students be engaged and how students can become
motivated from these andragogy design techniques.
The goal is to develop ways to keep adults maintain motivation in online learning courses
and find ways to diminish a drop-out rate in adults in distance learning courses. For distance
learning professionals can utilize the research to incorporate in their own distance education
curriculum. Since there has already been a lot of research on this topic, my goal is to
continue to add more ideas on keeping adult students in distance education motivated.
Introduce andragogy design methods in teaching

Discuss specific andragogy designs that can help maintain motivation in adults
Methods of maintaining adult students to continue their distance learning education
Examine the drop-out rate of online students versus traditional face-to-face students
Questions that will be addressed:
How can the usage of andragogy process designs help motivate and engage adults to
continue their distance learning education?

What techniques can be essential to the engagement of students? How can these
techniques and designs keep students maintain motivation?
Definition of Terms
Pedagogy
Andragogy
Distance learning
Motivation
Self-Determination Theory
Literature Review
Understanding the difference in pedagogy and andragogy; the difference
between children learning process to adult learning process
Understanding andragogical designs
Understanding what motivates adults to continue their education
Discussing the drop-out rate of adults in distance education
History: From Pedagogy and Andragogy
The beginning instructional theory for teaching began with pedagogy. When
adults began to continue their education, teaching professionals found that the
methods of pedagogy did not work so well. One problem was that pedagogy was
premised on a conception of the purpose of education-namely, the transmittal of
knowledge and skills that had stood the test of time-that adult learners seemed to
sense was insufficient. Accordingly, their teachers found them to be resistant
frequently to the strategies that pedagogy prescribed, including fact-laden lectures,
assigned readings, drill, quizzes, rote memorizing, and examinations. Adults
appeared to want something more than this, and drop-out rates were high
(Knowles). With pedagogy not working on adults, then became andragogy.
Andragogy is defined as the art and science of helping adults learn. With the
development of andragogy led to the comparison to pedagogy. The concept was
not popular until Eduard C. Lindeman extended the idea in 1926. In 1959, Malcolm
Knowles further extended Lindemans work on andragogy and helped develop it into
a theory of adult learning (Chan, 2010). The perspective of andragogy is based on
six main assumptions which are the concept of the learner or self-concept, role of
learners experience, readiness to learn, orientation to learning, motivation to learn,
and need to know.
Self-Concept
The self-concept learner thrives from a person maturing in life. The concept
moves from being a dependent personality to being a self-directed person.
Adult Learner Experience
The adult learner experience is from the adult having an increase of
experience when it comes to learning.
Readiness to Learn
The adult learners readiness to learn increases to the developmental tasks of
his/her social roles.
Orientation to Learning
Orientation to learning is when the adult learner sees education as a process
of developing increased competence to achieve their potential life. This meaning,
that the adult learner knowledge and skills that they learn to their everyday life
(Pappas, 2013).
Motivation to Learn
The motivation to learn comes when the adult learner establishes an internal
sense of motivation to continue their education.

Need to Know
When the adult learner needs to know why they need to learn something
before undertaking to learn it.
Terms
Pedagogy The methods and practices used in teaching, especially of children.
Pedagogy focuses. on a teachers methods of transferring knowledge to a student,
who is dependent on the teachers methods and understanding.
Andragogy defined by Knowles as the art and science of helping adults learn
(Davenport, J & Davenport, J., 1985). The focus on andragogy is, on independent,
self-directed, and/or cooperative learning among adults.
Distance learning "a form of education in which there is normally a separation
between teacher and learner and thus one in which other means the printed and
written word, the telephone, computer conferencing or teleconferencing, for
example are used to bridge the physical gap." (Spodick, E., 1996)
Motivation The process whereby goal-directed acticity is instigated and
sustained (Schunk, Pintrich, and Meece., 2008).
Self-Determination Theory a contemporary theory of situated motivation that is
built on the fundamental premise of learner autonomy (Hartnett, M. & St. George,
A., 2011).
Views of Motivation
Research shows that motivated learners are more likely to undertake

challenging activities, to be actively engaged, to enjoy and adopt a deep
approach to learning, and to exhibit enhanced performance, persistence, and

creativity (see Schunk et al., 2008). Contemporary views link motivation to
individuals cognitive and affective processes, such as thoughts, beliefs, and
goals, and emphasize the situated, interactive relationship between the
learner and the learning environment. (Brophy, 2010)
Self-Determination Theory
External regulation
The type of extrinsic motivation most often contrasted with intrinsic
motivation, where individuals are responsive to threats of punishment or the
offer of rewards and tend to be compliant as a result.
Introjection
Refers to students who engage in a task because they feel they should due
to the expectations of others.
Identified regulation
Individuals who engage in an activity because the results may have personal
value to them or because the activity is regarded as worthwhile. Regulation
is internal in the sense that the individual has chosen the goal or identifies
with it and is aware of its importance. But the motivational pattern is still
considered extrinsic in the sense that it is the utility value (a means to an
end), personal importance, and/or relevance of the task rather than interest
and enjoyment in the task itself that determines the behaviour (Brophy,
2008).
Integration
The final and most autonomous type of extrinsic motivation, where learners
engage in the activity because of its significance to their sense of self.
Drop-Out Rate of Adults
There are many aspects that go behind students dropping out of
college course online. Some include issues of isolation, disconnectedness,
and technological problems. A study was performed by Pedro Willging and
Scott Johnson (2004) which resulted in,
The largest study of persistence and dropout rates undertaken in the UK
involved more than 500 college staff, 8,500 students, and 33 colleges [14].
This study confirms that students are more likely to drop out if they:
Do not feel they have been placed in the most appropriate course
Applied to college late
Find it difficult to make friends
Find it difficult to settle in at the beginning of their course
Are less satisfied than current students with the quality of teaching
Are less satisfied than current students with their course timetable
Are less satisfied than current students with help either to get a job or to go
to university

Are male
Have difficult financial circumstances (older students) or family
circumstances (younger students).
Have their fees waived or reduced
5. Methodology
Interviews will be conducted with current adults enrolled in online

programs
6. Analysis analysis of the methodology

7. Recommendations and Conclusions (this will come from the interview
and research. This will then lead to recommendations for distance
education).
References
Cercone, K. (2008). Characteristics of adult learners with implications for online
learning design, AACE
Journal, 16(2), 137-159.
Chan, S. (2010). Applications of Andragogy in Multi-Disciplined Teaching and
Learning. Journal of Adult
Education Vol. 39, Number 2. Retrieved March 7, 2016 from
http://files.eric.ed.gov/fulltext/EJ930244.pdf
Clardy, A. (2005). Andragogy: Adult Learning and Education at its Best?
Hartnett, M., & St. George, A. (2011). Examining Motivation in Online Distance
Learning Environments:
Complex, Multifaceted, and Situation-Dependent. Vol. 12 (6). Retrieved on
March 7, 2016 from
http://www.irrodl.org/index.php/irrodl/article/view/1030/1954
Hough, M. (2011). Motivation of adults: implications of adult learning theories for
distance education.
Isenberg, S. (2007). Applying Andragogical Principles to Internet Learning.
Keller, J. Instructional Design Models and Theories: Kellers ARCs Model of Motivation
Knowles, M. (1984). Andragogy: An Emerging Technology for Adult Learning
Knowles, M. The Modern Practice of Adult Education From Pedagogy to Andragogy.
Retrieved on
10
March 7, 2016 from http://www.dehfsupport.com/Andragogy.pdf

McGrath, V. (2009). Reviewing the Evidence on How Adult Students Learn: An
Examination of Knowles
Model of Andragogy. The Irish Journal of Adult and Community Education,
p99-110 2009
Miltiadou, M. & Savenye, W. Applying Social Cognitive Constructs of Motivation to
Enhance Student Success in Online Distance Education
Keller, J. First principles of motivation to learn and e-learning
Pappas, C. (2013). The Adult Learning Theory-Andragogy. Retrieved on March 7,
2016 from
http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolmknowles
Pappas, C. (2013) How To Motivate Adult Learners. Retrieved from March 7, 2016
from
http://elearningindustry.com/17-tips-to-motivate-adult-learners
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education (3rd ed.).
Upper Saddle
River, NJ: Pearson Merrill Prentice Hall
Spodick, E. (1996). The Evolution of Distance Learning. Hong Kong University of
Science & Technology

Library. Retrieved on March 6, 2016 from
http://sqzm14.ust.hk/distance/distance-1.html
Willging, P. & Johnson, S. (2004) Factors that Influence Students Decisions to
Dropout of Online Courses. JALN Vol. 8(4).
11

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Running head: ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

Outline with References

Introduce andragogy design methods in teaching

Questions that will be addressed:

continue their distance learning education?

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

Research shows that motivated learners are more likely to undertake

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

approach to learning, and to exhibit enhanced performance, persistence, and

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

Interviews will be conducted with current adults enrolled in online

6. Analysis analysis of the methodology

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

March 7, 2016 from http://www.dehfsupport.com/Andragogy.pdf

ANDRAGOGY PRACTICES HELP CONTINUE MOTIVATION

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