This blog aims to provide information related to the "neglected species" of the adult learner as well as examining trends and roles of adult educators.
Community building is an essential foundation for successful online learning. It is an opportunity to relay high expectations with with low stakes where students feel comfortable taking risks while exploring learning and reaching their full potential.
What is an online community? Does presentation of material and basic interaction comprise the foundation of community building? An online community, to me, means much more than that! Individuals can establish presence, mutual trust, camaraderie and create a sense of community via a deliberate process to engage ideas, learn collectively and construct meaning from content, resources and shared experiences. I will share a simple illustration of community dynamics:
The educator acts as a facilitator and establishing presence, particularly early in the course is essential. Thus, an inspirational video with a personal story is an excellent way, in an exclusively on line course, to motivate, inspire, create a sense of community, convey approachability and establish trust as well as educator presence. The facilitator is also to model the expected on line behaviour, provide authentic feedback, use appropriate tools and questioning techniques, increase learner autonomy, provide a social space of interaction and use appropriate prompts to propel students in the direction of deeper learning and conceptual understanding.
What is the role of the learner?
The role of the learner extends beyond that of a passive reader with occasional interaction to that of establishing presence, trust, sharing experiences and diverse resources, meaning construction and collaborative learning. The responses are reasonably prompt and focus on quality rather than quantity. They are specific and clear, indicating why a previous post was “great” and incorporating inquiry-based questions to further the discussion.
Once both facilitators and learners comprehend and full fill their roles, the establishment of the online learning community is well on its way and the learning outcomes will be achieved providing a rich reservoir for online learning for all parties.
“It is at best a paradox, at worst appalling, that although we say we want to develop critical thinking skills, we structure most of higher education around delivery of content.” (Bowen, 2012, p.20).
This quote conveys the current challenge in higher education, to align instructional strategies and use of class time with the learning outcome of developing critical thinking skills. This in itself insinuates the discontinuation of traditional behaviouristic teaching methods where the educator is a content expert whose main purpose is to dispense knowledge (Merriam & Bierema, 2014). Although delivery of content has been the prevalent educational mode for decades, one crucial question is: “Are you fully convinced that what is familiar to you is really the better way?” (Bowen, 2012, p.31).
As a result, I am hopeful, that since this “paradox” is recognized, it will be adequately addressed within due time, such that intellectual curiosity, active learning and engagement can be effectively incorporated within Science academia.
Embracing technological advancement and incorporating it outside of the classroom can be a means to revert back to teaching naked, in a face to face, highly engaged medium conducive for problem solving and critical thinking. In order to create value, the institution must demonstrate this type of student engagement, which can be further defined by the double helix model of active learning and motivation (Barkley, 2010). As a result, the classroom needs to focus on relevance, intellectual curiosity development and autonomy in order to increase motivation as well as applications, higher-level cognitive processing, oral and written communication, information literacy, team-work, problem based learning and reflection on the significance of content, in order to increase active learning (Bowen, 2012). Technology has advanced in such a manner that it can revolutionize content delivery, teacher office hours, online motivation, student engagement and discussion and free class time for critical thinking for unprecedented success.
A very interesting concept I recently came across, was the notion of double loop learning and thinking. Further research into the concept revealed the following: The term was initially coined by Chrys Argyris, Professor of Psychology and Organizational Development, and is as pictured:
It is common to analyze our actions, what we do, and correlate that to consequences or results. When we take a step further and analyze WHY we do what we do, based on what framework and what is the historical relevance to the construction of that framework, then we engage in double loop thinking.
Espoused theories of action refer to what is consciously accepted and believed in, however, these theories do not govern our behaviour and thus consequences. The theories-in-use however, do govern our behaviour yet we are seldom aware of them.
When action is intended for a purpose, feedback and adjustments in terms of action strategies related to this feedback related to single loop learning. It can lead to first order change and innovation. However, double loop learning leads to second order change and transformation. It transforms the governing values, beliefs and conceptual framework, which then has an effect on actions and strategies which in turn effects consequences and results.
This has implications in education as well, pertaining to feedback, do we utilize it for improvement or for accountability and is there tension between the two. To what extend can we transform institutional accountability to result in improved student learning and experiences.
The other implication is on a personal level, analyzing the existing framework, the historical influence and whether this framework needs more fluidity or exhaustive reconstruction. The end result being a transformational experience!
My encouragement to you is to take the time to reflect, analyze and ultimately question everything!! Have fun!!
It is interesting to note how classroom management has evolved over the last few decades. I believe a great foundation for classroom management is as follows:
1. Create positive learning environment
2. State expectations clearly
3. Motivate your students
4. Make learning fun!
The major evolution, in my opinion, is the shift towards a positive student/teacher relationship and classroom dynamic that incorporates intrinsic motivational strategies and strives to make learning fun and engaging, keeping in close relation to the “Flow” theory. Thus, how do we address the gap between theory and practice? What Instructional Strategies can we use as educators to address various concerns.
1. The chatty corner – How to effectively and respectfully regain the classroom.
Make eye contact with the talkers
Ask the talker if they would like to share their ideas
Casually move towards the group of talkers
Stand near by, ask a near-by student a questions
Stop and wait
2. Introverts – How to respectfully include them in classroom activities.
Ensure a positive environment free of sarcasm and avoid embarrassing them publicly.
Avoid putting the introvert on the spot via direct questioning, they need time to process and craft an appropriate answer that will provide them with intellectual safety. If you will be using direct questioning, tell them at the start of class and use the questioning towards the end of class.
Be respectful, do not interrupt them. Introverts are extremely self-critical and a perceived disrespectful response can lead into a downward spiral of depression.
Use technology such as the clicker system, so they can participate that way, or use a supplemental online-discussion forum for participation marks.
Use written guided reflections to research your practice, to better understand your students and how that will impact their involvement in class.
3. Classroom policies – How to effectively reinforce classroom rules.
Have an in class out loud reading of the rules and policies
Allow for class discussion and clarification if needed
Ask for feedback to ensure everyone has a correct understanding
4. Bring them back – How to effectively regain attention after group work.
Project the timer on the screen (BIG)
Give a fellow student the timekeeping responsibility and he can choose in advance a method to give the 2 minute signal.
Echo clapping, various rhythms.
Call & response (” ready to rock?” – “ready to roll!”)
Humour (talk to the whiteboard – tell it is has 2 minutes left) smile)
Distinct sounds (animal noises on phone, get the students to pick a favourite, use that consistently).
5. Motivation – How to effectively motivate students.
Make learning fun and engaging
Make it relevant
Show passion for the concepts
Foster a sense of belonging and learning community
Foster a sense of respect and positivity
Use PBL, TCL, and case studies to get “hands-on” experiential learning
I hope these strategies prove useful in the classroom, with individual customizing by the educator to fit the needs of their students!!
The TED Talk by Susan Cain on the power of introverts has certainly illuminated the absolute necessity to respect and encourage introverts not only in society but especially in the classroom. Introverts need to be accepted, respected, valued and encouraged, particularly in our Western society that prizes extroverts. As a result, what is an introvert?
Introverts process sensory data more deeply and thoroughly because of a biological difference in the nervous system as they are overly-sensitive to dopamine, having fewer receptors, and can thus easily become overstimulated in large social gatherings. Introverts also have an increased blood flow in the frontal lobes and anterior thalamus, examined by tracing the clearance of an inert radioisotope from an array of detectors positioned around the head (Stenberg et al, 1990), which results in increased problem-solving skills and is linked to higher intelligence and academic success. They are very self-aware, thoughtful, detail oriented and observant (Scott, 2015). As a result, it is not surprising that introverts comprise one-third of the population and include mathematicians, writers, philosophers and scientists such as Albert Einstein. Their presence in society is beyond crucial and the “fix it” mentality due to common misconceptions must certainly come to a screeching halt. As a result, how do we adapt the teaching environment to encourage introverts?
There are numerous strategies to effectively make introverts feel respected, valued and encouraged. When placed in large group activities, there can be an introductory period prior to the task so the individuals can have the opportunity to slightly get to know each other, establishing mutual trust and respect. Introverts can also be assigned a role, such as that of an observant or writer in a group activity as opposed to the talkative leader. Time can be increased to allow for breadth and depth as opposed to surface knowledge in group activities or discussions. The introvert should be given an opportunity to voice his opinion without interruption, sarcasm or in a perceived negative environment. Furthermore, although introverts may not be as talkative in face-to-face discussions, an alternative online discussion may yield surprising results. In the virtual environment, introverts can easily express their opinions and thoughts in a calculated manner and their contributions to discussions in this mode can be substantial. It also continues to encourage the introvert to voice his opinion via positive peer and educator feedback, thus this alternate means of participation can be included when rewarding participation marks. Moreover, alternative examination strategies can be applied to presentations, whether students choose to present in front of a class, or whether they can display a video presentation. The video presentation is preferred by the introvert as they can invest more time, thought and effort into a presentation that can provide intellectual safety where they feel they can convey their knowledge without being put on the spot.
These “alternative examination strategies”, a term I just coined myself, should be incorporated into the universal course design. A few examples of such strategies are: visual demonstrations such as digital projects, videos, blogs, and online discussion forums. As I am writing this, I am noticing this course in particular, PIDP 3250 has made excellent use of these strategies! Alternative feedback strategies can also be given to the introvert such as private audio files, which are essential when the feedback includes criticism, as introverts can be very self-critical, particularly when their intellect is addressed. All of the above methods are intended to allow introverts to demonstrate their learning in ways which reflect their individual strengths without feeling the need to transcend into the overly-stimulant extrovert environment resulting in the negative feeling of exhaustion!
The video on Visible Learning, presented by John Hattie, who has done the most research I am aware of to date in Education, was highly illuminating into aspects that have a significant effect on achievement and those that do not. The video regarding effective methods can be viewed here:
An image visual of the most effective methods can aid in discussing them as well as Instructional Strategies that foster and promote these methods.
It is interesting to note that Teacher Subject Matter Knowledge is merely 0.09, not having a significant effect on student achievement. A few of the reasons can be that although the teacher is very knowledgeable about the subject, they may lack the Instructional Strategies that foster a positive learning community, self-directed learning, meta-cognition and Feedback, which is why the PID Program is highly recommended to educators with all educational backgrounds and from all disciplines.
One other interesting aspect is to note the importance of Feedback, that it may be prompt and act as a guide to significantly improve student achievement. Feedback is a tool for further improvement and clarification for the student, yet it also plays a significant role for the educator, allowing the opportunity for teaching adjustments to better meet the needs of the learners.
Another important aspect is the Teacher-Student relationship which has a significant impact of 0.72. To foster this relationship, I would like in my future practice to create an atmosphere that is student-centered, to allow myself to be seen as a facilitator and certainly more approachable. I also recommend student-feedback to allow the introverts to communicate with me online, if they are too shy to voice their opinions in class. I would also like to place emphasis on the diversity of the class and how beneficial that it, diminishing fear-based barriers to collaboration and communication. It is also important to acknowledge the demands on the students outside of class, specifically within adult education, that way students can feel the teacher “understands” their commitments and roles outside of the classroom and treats them as persons and not numbers. The one aspect I struggled with during my undergraduate degree was the notion of being a number, in the 300+ students Science courses. To address this, I found myself taking courses such as German, Philosophy, Family Studies, French, Spanish, Linguistics and even Religion because of their class size (25 or less) and the interaction aspect, and I have learned numerous invaluable lessons from these courses and have actually made significant lasting relationships with the teachers (numerous were my references). This teacher/student relationship was only present in a handful of Science courses, mostly biology, ecology and immunology, whereas in chemistry, mathematics and physics the educator made no attempted effort to even try to communicate with the students (that is what the TA’s were there for). Instructional Strategies or Techniques that foster this are:
1. Team concept maps – allows the educator to asses student understanding and create a connection appropriate to their level of understanding. It can impact the choice of communication.
2. Think Again – promotes critical thinking and interaction with the educator, collaborative communication and dissection of topics.
3. Icebreakers – Climate setting – establishing that caring connection, the respect and roles of both educator and learner
4. Learning logs – this really helps the educator understand how the teaching is perceived and analyze whether that is in accordance to his/her perceptions. It provides an opportunity for individualized learning.
5. Feedback – Prompt feedback is essential, reveals the student is important, respected and helps them evaluate their learning.
Furthermore the last aspect I would like to focus on is Metacognition, with an impact of 0.69. Thus it is significantly important to make students aware of their thinking about thinking, of how they can assess their learning, improve their strategies and modify based on their individual needs. For more information on metacognition please see my previous posts.
In conclusion, I think it were very valuable if all educators were aware of these implications. The extreme pressure and focus on marks, tests, small class size and high educator content knowledge is unfounded when these impacts are negligible when contrasted to the importance of a teacher-student relationship, feedback, meta-cognitive strategies and classroom discussions.
The creation of the Digital Presentation on Case Studies as an Instructional Strategy has been quite challenging, as I am not the technologically inclined individual I perceived myself to be. Nevertheless, it was a great learning experience, entirely self-directed and I am very thankful for clear youtube videos or google directions that explain, step by step, how to create, fade, add sound and many other aspects required in a digital presentation.
I must have recorded my voice over forty five times, until I arrived at a somewhat reasonable pitch and speed. Although I do find there to be a perceived discrepancy between how I sound in the presentation as opposed to real life, I am interested to know how others feel about hearing themselves in a recording. It was actually a very fun experience and I do hope to improve in this area.
I have read numerous articles pertaining to the topic, and I found them of particular interest to Science academia, as behaviouristic teacher-centered methods are still prevalent and passive student learning is a key problem to roadblocks in not only theoretical and conceptual understanding yet also in making interdisciplinary connections.
Undergraduate Science students can rely heavily on memorization perhaps the first year or second, however, as courses become more challenging and occasionally more tedious, case studies become essential as an instructional strategy. This strategy can be implemented to numerous disciplines and I highly encourage its use within all post-secondary instruction.
I hope you enjoy the presentation and I look forward to your feedback! The following information on the four types of case studies was not in the presentation as time was a concern. They are as follows:
The Illustrative Case Studies are primarily descriptive. The Exploratory (Pilot) Case Studies are condensed studies prior to the implementation of a large scale investigation. The primary pitfall is that initial findings can be released prematurely as conclusions. The Cumulative Case Studies build upon a collection of past studies minimizing cost and time by eliminating the reproduction of redundant studies. The Critical Instance Case Studies present a situation of unique interest and can incorporate cause and effect questions. The results cannot be generalized as they are highly context specific.
“Storytelling may be the oldest form of education.” – Sal. S. Buffo
What was the last story you heard? What made it interesting? What captured your attention? How did you relate to it?
Interestingly, throughout my academic career I have read numerous books and listened to numerous lectures, yet my grandmother’s traditional stories I will never forget! And now my children ask for stories, real-life stories, of when they were little, of things they can’t remember and of course the most common request is of instances that were humorous! It is a great opportunity to capture attention, relate emotions as well as a great teaching opportunity.
It is quite intriguing to analyze the implications of storytelling from a Scientific perspective. Learners are not only passively listening, they become engaged, and numerous areas of the brain can be activated simultaneously. The left side of the brain that focuses on logic and reason will relate to the plot of the story whereas the right side of the brain that focuses on creativity and emotion will relate to the creative or emotional aspects of the story and will relate the story to the learner’s life. The learner then assumes a ready to learn state of mind thus providing a great learning opportunity. Some may go as far as saying that storytelling is the only means to “plant” ideas in the minds of learners.
As a result, it is key to be aware of the audience. The learners have an opportunity to become more attentive, to form a connection with the story teller and to share their experiences or personal stories in a follow up discussion.
What then makes an effective story?
A great story attracts attention. It has an aspect that sparks interest. Stories do not have to be long or complex, in fact, a short simple story can have a greater impact since the brain can recognize unnecessary words and by-pass them. A great story is relatable – it can relate to the learners, on an emotional level, and can have a significant impact as learners will engage in “role-taking” with the central character and will apply this role taking to their current life thus possibly resulting in changes in behaviour. A great story also has a purpose, whether it has a moral lesson, whether it has an emotional connection to relay, whether it is meant to be humorous to lighten the mood and prepare the students for the lecture, it has a purpose determined by the story teller and aligned in a thoughtful manner with the audience. I look forward to using this tool of storytelling in my future courses. I plan to use it as a motivational tool, to relay my personal struggles as an immigrant and how I overcame them in order to pursue an education and life in Canada, and also as an instructional strategy when introducing new concepts. I would like to use real life stories where the new concepts are incorporated to show the connection to real-life, to illustrate the immediate application of knowledge and present the students with the “need to know” in a humorous, entertaining and captivating storytelling method.
As a result, I believe storytelling can be extremely beneficial in all programs, yet specifically within Nursing, where there are numerous, continuous real-life learning experiences. Although this can be the case in all disciplines, and storytelling can be adapted to even higher order disciplines such as organic chemistry. A humorous story that captivates can made the ordeal of a complex lecture in organic chemistry much more pleasing, at least in part and can serve to make a connection to the professor. Looking back in my undergraduate years, numerous Art courses have made use of storytelling, yet very few Science courses. I would hope to see a significant increase of the use of this effective technique in Science academia throughout the years.
What is metacognition? Metacognition is a term coined by developmental psychologist John Flavell (1979) and it essentially means “Thinking about your own thinking”. It requires the analysis of individualized effective problem-solving and learning strategies. It involves the identification of learning gaps and the identification of proper learning techniques required to fill those learning gaps. There are two aspects 1)knowledge of cognition and 2) regulation of cognition. One has to be aware of the thinking process and how to control it. Here is a link to a great video on the subject:
The question then arises how do we identify our thought process and the gaps and determine effective strategies? One way is to analyze our study skills, be aware of our memory capabilities, be aware of our procedural and strategic knowledge. All adult learners are capable of using metacognition on a daily basis in our self-directed learning process and as part of our self-assessment. The second aspect, control or regulation, essentially covers the implementation of proper strategies that can enhance our learning. To illustrate, in Mathematics, in order to tackle a word problem, I immediately draw diagrams to create an association between written english and math so that I can effectively see the math strategies. Other effective strategies are to teach others, be a part of discussion groups, create concept maps or diagrams. It is also important to control our behaviour as a result of metacognition, employing strategies that we know are effective personally. Attempting to behave in a manner in which someone understands a concept, runs the risk of deep conceptual understanding and may result in route memorization, which upon a change in environment will entirely destroy the concept base.
Using metacognition in adult education is highly important. I believe adults need to be made aware of this concept at the start of a term or course, so that they may strategically plan how to tackle a new learning concept or task, monitor their comprehension and evaluate their understanding in the end. This is part of the self-directed learning process and it all involves metacognitive skills. Individuals that posses high metacognitive skills can identify their strengths, weaknesses and learning blocks and can implement strategies to ensure success. They are aware of the factual, contextual and methodological knowledge.
Metacognition involves reflective practice. A method used in the Upgrading Mathematics Class which I tutor is the daily Review and Reflect Journal. It provides students an opportunity to identify the concepts they tackled that day and which were easy, difficult or confusing. It helps them pinpoint to the strategies they used in their learning thus far and suggest means of improvement. This also helps to improve their writing and computer skills. Although these reflections are guided, it is an important stepping stone for students to further improve upon and engage in critical thinking skills.
One other aspect is confirmation bias. Confirmation bias refers to one seeking out knowledge that confirms their previous beliefs while disregarding knowledge or facts that may contradict it. It means we tend to favour information that confirms our own preconceptions whether that information is true or not. It is an area I continually seek to improve in, and I thought this illustration is humorously on point!
“Motivation is the portal to engagement” (Barkley, 2010, p.15). This quote conveys the necessity of dissecting motivation in order to comprehend its impact in learner engagement. As a result, what exactly is motivation? It can be described as the enthusiasm and degree of attention and effort invested in the learning process (Barkley, 2010). Behaviorist models suggest motivation can be externally adjusted via reinforcement and punishment, however, cognitive models rely on needs models, such as Maslow’s hierarchy of needs, starting with the fundamental physiological needs such as safety and security and progressing to self-esteem and self-actualization (Feinman, 1975). Goal theories, on the other hand, focus on performance goals relating to reputation and self-perception, learning goals relating to learning the task and concepts taught, and even work-avoidant goals relating to a challenge refusal and a minimal time and effort investment (Barkley, 2010). Intrinsic motivation theory combines both needs and goals models and emphasizes autonomy, competence and relatedness. The current model portrayed in the textbook is a product equation of expectancy and value. Expectancy relates to the self- perception that learners have in the degree to which they can successfully complete a task, and value relates to the degree to which they value its opportunity and reward. It is interesting to note the relationship between the two, as one cannot exist without the other to yield motivation.
Further analysis of motivation leads to the power load margin (PLM) formula by McClusky (Merriam & Bierema, 2014). Load referring to important factors in the adult learner’s life such as family commitments, work responsibilities and goals. Power referring to enabling factors such as physical health, financial stability, social support and coping skills. Margin is as a result the relationship, analogous to a mathematical equation P/L=M. This further reveals the complexity of intrinsic motivation, as it can increase and decrease due to a Power surplus or Load surplus respectively. The implications are most visible in the expectancy area, as a learner with insufficient coping skills may have an altered self-perception in their capabilities, resulting in a decreased confidence. As a result, although the learner may value the task, the decrease in confidence results in dissembling, where excuses, difficulty denial and even knowledge understanding pretences ensue. These learners can be overstrivers, where their lack of confidence is high yet as they fear exposure, they pretend and exert extraneous effort to ensure success and protect the ego (Barkley, 2010). Expectancy is thus crucial, where learners need to have an accurate self-perception of their ability to succeed at the task at hand. Let us move to the implications of value, the importance of the need to know as pointed by Tough, as adults desire immediate knowledge application (Merriam & Bierema, 2014). A learner with high success expectancy, that fails to either see the relevance, value or practical application of the task, may engage in evading where only the minimal requirements are completed without engagement. A learner with low value attribution and low success expectancy will reject the task at hand with resentment and anger and will reinforce negative self-perceptions. These are failure-accepting learners, that have disengaged from the learning process. Thus both expectancy and value work together, coherently, to create the product of engagement. A high success expectancy and high value attribution will result in engaged learners eager to grasp new insights. These are success- oriented learners who enjoy learning for the sake of learning. Now the question naturally arises in regard to the implications relating to the classroom environment that will increase motivation and result in deep engagement. An environment where goals are clearly established and compatible, feedback is relevant, continuous and immediate and tasks are sufficiently challenging (Barkley, 2010). Moreover, the environment should consist of a cooperative and collaborative learning community, aimed at promoting learning goals, with minimal pressures for performance goals, and no evident fear of embarrassment or failure.
Let us examine the means of how to create an environment for increased intrinsic motivation, high expectancy and high value, in order to maximize student engagement. I propose starting with clear, concise goals, yet the mode of delivery is crucial. A handout will most likely only be read by a certain percentile of learners, some of which may need clarification. I suggest an in class out-loud reading of the learning outcomes and goals. Learners not only have the ability to ask questions, they also have the ability to establish a sense of connection to their peers, as each learner takes a turn in reading a course goal. A positive environment is further accentuated where there is no fear of embarrassment, as the educator reinforces that throughout this activity, and confidence and self-perception increases. The educator can purposefully make a mistake in reading the initial course goal, to allow the students to correct her, as she models how easily mistakes can occur and how there is no anxiety, fear or sarcasm elicited as a result. Not only did this activity increase expectancy, it also increased the tendency towards learning goals as opposed to performance goals, and it increased the “flow” or deep engagement of the class.
Furthermore, to increase the value of the task or concept, I propose a real-life context analogy, where learners are enlightened of how they can use the material beyond the lecture hall, with immediate application in a real-life context. These analogies can be presented or brain stormed in groups, depending on the level of content comprehension. Feedback is another crucial component of increasing engagement, and an effective feedback strategy I currently see with my mathematics students that I tutor, is the use of guided reflections journals. At the end of each class, the students answer four questions in regards to the concepts covered, their understanding, their difficulties as well as their reflection on their learning process. It allows for an additional educator/student interaction, as these journals are read after class and the educator response can be accessed via an online course. Technological advances allow for immediate feedback online in courses that are technologically enhanced, and its immediacy allows learners to better prepare and become more self-aware, more motivated for the following class. This is particularly useful for learners experiencing anxiety, as they may not seek the help of the educator or even admit to having anxiety. The private, confidential, reflective journal allows these students to voice their concerns, without fear of embarrassment and it allows the educator to make use of alternate techniques specifically for the student. A concrete example is the use of practice self-marking exams, for those with exam anxiety. Moving to the last aspect of sufficiently challenging tasks, as supported by Vygotzky’s zone of proximal development (Barklay, 2010), I suggest both problem-based and task-centered learning. Case studies are an excellent example, where the learner is autonomous and self-directed, thus increasing expectancy and value, as there are no constraints and applicability to a real-life problem is evident, as fitting with andragogical principles (Merriam & Bierema). Cognitive autonomy support can radically influence intrinsic motivation and student engagement as the learners diverge from performance goals and start toward knowledge insight, problem solving, critical thinking and evolving in their learning process. As a result, I am certain there are numerous other equally effective strategies to increase motivation and student engagement, however one aspect one should not dismiss are the fundamental needs. Encouraging students to lead a healthy lifestyle, get sufficient sleep or even allow them an opportunity for a five minute walking/water break is also quite important. I look forward to implementing all of the discussed strategies in my teaching career in order to increase motivation and learner engagement.
This blog aims to provide information related to the "neglected species" of the adult learner as well as examining trends and roles of adult educators.
This blog aims to provide information related to the "neglected species" of the adult learner as well as examining trends and roles of adult educators.
This blog aims to provide information related to the "neglected species" of the adult learner as well as examining trends and roles of adult educators.
This blog aims to provide information related to the "neglected species" of the adult learner as well as examining trends and roles of adult educators.
vivianachiorean 
