Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults (Jossey-Bass Higher and Adult Education) [Hardcover]

Raymond J. Wlodkowski (Author)

Book Description

Publication Date: April 18, 2008 | ISBN-10: 0787995207 | ISBN-13: 978-0787995201 | Edition: 3

New to this edition is the blending of a neuroscientific understanding of motivation and learning with an instructional approach responsive to linguistically and culturally different adult learners. Based on the most current educational and biological research, Enhancing Adult Motivation to Learn addresses issues that focus on deepening learner motivation and helping adults to want to learn. In the book, Raymond J. Wlodkowski offers a clear framework and sixty practical, research-based strategies that are designed to elicit and encourage learner motivation. In addition, the book is filled with practical examples, guidelines for instructional planning, and cutting-edge ideas for assessment and transfer of learning.

Editorial Reviews

Review

"This is the first book in our field that addresses specifically the topic of adult motivation for learning. . . . so clearly written, so comprehensive, and so thoroughly based on scholarship that it will become a classic in the literature of our field." (Malcolm S. Knowles)

"A straightforward, practical approach to adult motivation for learning. . . . an excellent reference guide for instructors, teachers, and trainers." (Training News)

"Well planned, easy to read, and rich in insight. The author delivers what he promises, avoids jargon and psychobabble, is not afraid of using humor, and provides abundant examples." (Training and Development Journal)

"A major step toward a vastly improved and more holistic frame of reference that will truly help to enhance the quality of adult life." (Journal of Higher Education) --This text refers to an out of print or unavailable edition of this title.

From the Inside Flap

In the more than two decades since its original publication, Enhancing Adult Motivation to Learn has become the classic reference for understanding adult motivation in educational and training settings. It has remained a work of enduring value to both practitioners and students of adult learning.

New to this edition is the blending of a neuro-scientific understanding of motivation and learning with an instructional approach responsive to linguistically and culturally different adult learners. Based on the most current educational and biological research, Enhancing Adult Motivation to Learn addresses issues that focus on deepening learner motivation and helping adults to want to learn. In the book, Raymond J. Wlodkowski offers a clear framework and sixty practical, research-based strategies that are designed to elicit and encourage learner motivation. In addition, the book is filled with practical examples, guidelines for instructional planning, and cutting-edge ideas for assessment and transfer of learning.

The book explores the conditions that evoke student motivation and shows the ways in which teachers of adults can create learning environments that stimulate and nourish the desire to learn. Wlodkowski illuminates the characteristics of a motivating instructor—expertise, compassion, enthusiasm, cultural responsiveness, and clarity. He also analyzes four major motivating factors—inclusion, attitude, meaning, and competence—and provides suggestions on how to employ them during the instructional process. And to meet the demands of today's adult population, Enhancing Adult Motivation to Learn offers information on effectively teaching diverse students including low-income and English language learners.

Enhancing Adult Motivation to Learn takes an interdisciplinary perspective, not only drawing on research from adult development and education but from fields that include cultural and ethnic studies, the biological and neuropsychological sciences, psychology, and literature. As in the previous edition, the ideas and methods advocated in this book are generally applicable to online learning as well as conventional classroom settings.

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Product Details

• Hardcover: 528 pages
• Publisher: Jossey-Bass; 3 edition (April 18, 2008)
• Language: English
• ISBN-10: 0787995207
• ISBN-13: 978-0787995201
• Product Dimensions: 9 x 6.2 x 1.8 inches
• Shipping Weight: 1.6 pounds (View shipping rates and policies)
• Average Customer Review: 4.5 out of 5 stars  See all reviews (11 customer reviews)
• Amazon Best Sellers Rank: #58,766 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

100 of 104 people found the following review helpful:

5.0 out of 5 stars Motivation, January 26, 2000

By 

Vincent Pham - See all my reviews

This review is from: Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults (Jossey-Bass Higher and Adult Education Series) (Hardcover)

"Before people can learn, they must be motivated to learn." This is the main thesis of the book that I enjoyed to read and discuss for our Class AHE 581, Enhancing adult motivation to learn: A comprehensive guide for teaching all adults, by Raymond J. Wlodkowski(revised edition in 1999). I selected this book because I am very interested in a number of theories about the learning process and a model of motivation in action what are relating to my Human Services worker at the American Red Cross and Puget Sound Community.

As a Red Cross instructor, I must look for some ways to enhance or maintain students' motivation to learn. I need to motivate learners to acquire new information, remember it, and apply it. When disaster strikes they must know how to come through the disaster safety and be equipped to cope with such an emergency. Therefore, people need to understand the worth of a subject and be motivated and ready to learn. "Effective learning does not occur without motivation" (Wlodkowski, 1999, p. 3).

First at all, and most important, throughout his book Wlodkowski provides us with a wide variety of detailed strategies for increasing learner motivation so that instructor can choose from among them based on the subject being taught and the learning situation. Wlodkowski is an extraordinary individual. For me, the more I read and learn about the book and his life experiences, educational challenges, and cultural background the more I respect his efforts and desire to become an adult educator.

Next, Wlodkowski also provides us the eight chapters in his book with an understanding of the important ideas and information about the learning process and styles of learning in which includes three types of learning: cognitive, affective, and psychomotor (motivating skills).

1. Cognitive: Chapter One through Three are organized to describe the cognitive as the first type of learning: facts, concepts, and application skills. Facts and concepts are taught and learners are provided opportunities to apply these information. They also present the theory and research supporting how motivation contributes to competent adult learning.

2. Affective: Chapter Four through Seven discuss the comprehensive treatment of major motivational condition: attitudes as they affect behavior. These chapters can help people examine attitudes that affect behavior and change attitudes that may result in undesirable behavior, which regards human experience, intelligence, and communities as ever-evolving mechanism.

3. Psychomotor: Chapter Eight explains two methods of instructional planning and guidelines for assessment of learner motivation. It is emphasized the unity of among worth, meaning, and joy in the process of learning. Learners can go through decision-making steps before beginning their learning and its consequences. One step is to make a decision about what they want to learn.

Learning can be defined as a process of change through which people acquire new knowledge, skills, or attitudes as a result of some type of study or experiences. Learning occurs over time and should be considered a lifelong process or experience. The objective of learning is to replace or enhance some of the ways we think or act with new ideas, attitudes, or behaviors. Wlodkowski stated, "The learning objective remains a top priority because without it, the motivation of the learners has no direction," (p. 303).

But people differ in the way they accept change. Some people may become anxious when they are expected to perform new skills or to be tested on new knowledge. They may try to reduce their anxiety by holding on to familiar ways of thinking and doing things. This is true since poor performance is obvious to other group members and could cause personal embarrassment. (See Strategy 14, p. 139). Giving learners an opportunity to talk about old and new behaviors in a supportive, positive environment will help them in accepting new information.

Learners need to feel free to share their first attempts in expressing new ideas or in performing new activities. Adults, who have been away from the class for some time, especially if they did not like school, may find it harder to take risks and to share their ideas with others in the class. (See Strategy 17, p. 145). Providing support and encouragement and being positive will help them to be more relaxed and open in the learning environment.

Part of learning also may involve aking mistakes. (See Strategy 18, p. 150). Help learners to understand that few people do everything right the first time they try. Support, encouragement, and corrective feedback will help motivate learners to continue the learning process by sharing with others.

People learn things in difference ways and different speeds. (See Strategy 54, p. 267). Teaching methods need to accommodate these differences when possible. One-way to find out whom is having difficulty learning. We can do this by asking questions, by observing, and by encouraging learners to ask questions. A learner who learns quickly or who enters the course knowing many of the skills that we are teaching may be paired with a learner who learns more slowly.

The ways people prefer to learn may differ; someone will want a lot of direction from you, while others will want little direction. Some are more visual learners, others learn better by listening or by using their kinesthetic sense. Generally, a learner will learn and remember better when instruction fits his or her style. We may not be able to know learners beforehand or determine their learning preferences; however, using the Motivational Framework for Culturally Responsive Teaching will help us more closely meet different learning preferences.

In this book, research shows that the higher the level of education obtained, the more motivated students are to learn and to seek out new learning experiences. Educational level also is important because "the learning is connected to who they are, what they care about, and how they perceive and know," (p. 74). If learners read a level that is significantly below the reading level of the standard courses material, we may have to provide these learners with an outline of major course ideas and an overview of key words and concepts to support them in reading the course material. These learners may benefit if ideas are illustrated by examples taken from their own experiences and knowledge.

Each learner has had a variety of experiences during his or her lifetime. Lear

8 of 8 people found the following review helpful:

5.0 out of 5 stars Enhancing Adult Motivation To Learn--A Reader's Review, November 6, 2006

By 

Barbara L. Warren - See all my reviews
(REAL NAME)   

This review is from: Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults (Jossey-Bass Higher and Adult Education Series) (Hardcover)

Raymond J. Wlodkowski's Enhancing Adult Motivation To Learn is an excellent resource for anyone working with adult learners. It is comprehensive, clear, and easily applied in a variety of learning situations. Wlodkowski explains the affects of motivation on learning and on the instruction process, and how to develop strategies to enhance meaning, competence, and attitude, all of which affect the learning process.

This is a book one can return to repeatedly, as I do, for help with designing curriculum, lesson plans, and a wide variety of situations that precent themselves in a class of adult learners, many of whom have other responsibilities that often interfere with their ability to focus on learning. Although I only work with adults, I think many of his strategies would with with youth, as well.

2 of 3 people found the following review helpful:

4.0 out of 5 stars adult motivation, March 8, 2009

By 

bookwormMN (Minnesota, USA) - See all my reviews

This review is from: Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults (Jossey-Bass Higher and Adult Education) (Hardcover)

An "OK" book. I purchased it for a diverse adult class room setting. Not a lot of helpful info for understanding intrinsic or extrinsic motivation across cultures.