Instructional Motivation of Adult Learners: An Analysis of Student Perceptions in Continuing Education

Viechnicki, Karen J.; Bohlin, Roy M.; Milheim, William D.

doi:10.1080/07377366.1990.10400791

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…Relevance strategies resulted in a positive correlation between learners' perceived sense of relevance and their on-task behaviors (Newby, 1991). In a survey of adult learners in a continuing education class, relevance was the most important instructional factor identified (Viechnicki, Bohlin, & Milheim, 1990). Students receiving training on relevance enhancements from a self-instructional training booklet found the instruction on an accounting lesson more interesting and were more motivated to complete the work (Klein & Freitag, 1992).…”

mentioning

confidence: 99%

Enhancing relevance: Embedded ARCS strategies vs. Purpose

Means

Jonassen

Dwyer³

1997

ETR&D

101

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The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what is being learned, that is, whether the ideas being studied are meaningful and whether they fulfill the goals of the learner. This study compared the effects of intrinsic relevance (material fulfilling a purpose or need of the learner) with embedded, extrinsic relevanceenhancing strategies based on the ARCS (attention, relevance, confidence, and satisfaction) Model of Instruction on perceived motivation and the learning outcomes of identification, terminology, comprehension, and drawing. Both intrinsic and extrinsic strategies enhanced the motivation of the college learners and their performance on identification, terminology, and comprehension questions following instruction. Embedded relevance-enhancing strategies resulted in greater motivation and performance gains than did intrinsic relevance.

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mentioning

confidence: 99%

Enhancing relevance: Embedded ARCS strategies vs. Purpose

Means

Jonassen

Dwyer³

1997

ETR&D

101

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“…The needs assessment instrument was developed through a series of revisions (Bohlin, Milheim, & Viechnicki, 1990a;Bohlin, Milheim, & Viechnicki, 1990b;and Viechnicki, Bohlin, & Milheim, 1990) of an original instrument developed by Keller and Subhiyah (1987) to evaluate the degree of motivation effects of instructional materials. After rewording or deleting those items not consistent with the evaluation of classroom instruction, several items were added which were identified in the literature as important to the instructional motivation of older learners.…”

Section: Needs Assessment Instrumentmentioning

confidence: 99%

“…The final product, the CESR, has been used to assess the instructional needs of generalized adult populations (Bohlin, Milheim, & Viechnicki, 1990b;Bohlin, Milheim, & Viechnicki, 1993b;and Viechnicki, Bohlin, & Milheim, 1990). The purpose of this instrument is to identify the instructional motivation needs of learners.…”

Section: Needs Assessment Instrumentmentioning

confidence: 99%

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Editor¹

1994

CJLT / RCAT

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The effects of use and non-use of a particular electronic formative evaluation tool, the Program Evaluation Analysis Computer (PEAC) system on the cognitive, affective and evaluative aspects of college students' perception of an educational television (ETV) program emphasizing cognitive learning were investigated. A specific real-time evaluation question was used for Study 1 and a more global question for Study 2. Scores for theshort answer test assessing content recall in Study 2 increased from pretest to posttest for non-users and decreased for users, suggesting that PEAC usage hindered recall involving comprehension. No other PEAC effects were found. The results suggest that while electronic evaluation techniques may be well suited for evaluations involving affective aspects of ETV programs, they may not provide useful evaluation information when objectives emphasize cognitive change, and may actually interfere with some types of learning. Formative evaluation factors Influencing categories of learning are discussed. Resume: lei, nous avons etudle les effets qu'ont 1'utlllsation et la non-utilisation d'un outil d'evaluatlon formative specifique, le systeme devaluation de programme «PEAC», sur les aspects cognitifs, affectifs et evaluatifs de la perception qu'ont les etudiantsde niveau collegial du programmede television educative«ETV» qul porte sur I'apprentlssage cognitlf. Une question specifique en temps reel a et6 utlllsee dans I'etude No.l et une question plus globale dans I'etude No. 2. Dans I'etude No.2, les scores obtenus, en reponse aux questions a reponses breves portant sur 1'evaluatlon du contenu retenu, ont augmentedu pretest au post-test pour les nonutilisateurs mals dlminue pour les utilisateurs. Ce resultat laisse supposer que ACKNOWLEDGEMENT The first author gratefully acknowledges the support of the Social Sciences and Humanities Research Council of Canada and the Fonds pour la Formation des Chercheurs et 1'Aide a la Recherche of Quebec for initial support for this research. The authors would like to thank Robert M. Bernard for his helpful suggestions regarding the research design.

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“…Variables that are closely related to selfesteem affect academic success, adjustment, or confidence, for example. Confidence, which may be considered an element of self-esteem, was a precursor of motivation for adult students (Viechnicki, 1990). The self-esteem promotion group had 83% graduate from high school, but the control group had only 50% graduate (Dusa, as cited in Canfield, 1993:46).…”

Section: Locus Of Control and Academic Achievementmentioning

confidence: 99%

Student self-esteem and the looking-glass self: perceptions of emotional support, role models, and academic success on a community college campus

McNair

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Instructional Motivation of Adult Learners: An Analysis of Student Perceptions in Continuing Education

Cited by 7 publications

References 2 publications

Enhancing relevance: Embedded ARCS strategies vs. Purpose

Enhancing relevance: Embedded ARCS strategies vs. Purpose

View Entire Issue

Student self-esteem and the looking-glass self: perceptions of emotional support, role models, and academic success on a community college campus

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