The Development of a Model for the Design of Motivational Adult Instruction in Higher Education

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

doi:10.2190/gk2v-e5u5-jgra-7nr4

Cited by 20 publications

(11 citation statements)

References 9 publications

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“…Bohlin and colleagues (15) developed guidelines for applying these principles to computer courseware or other forms of educational technology. Design elements required that (a) the learner controls the size of the chunks learned before testing, (b) the feedback links the learner’s success to his/her ability and effort, illustrating to the learner that he/she can do it when he/she works at it, and (c) the learner feels supported and understands that he/she can try it again and again until mastery.…”

Section: Teach-cbt Curriculummentioning

confidence: 99%

A Novel CBT Web Course for the Substance Abuse Workforce: Community Counselors’ Perceptions

et al. 2009

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This article describes (a) a web-based course for substance abuse counselors on Cognitive-Behavioral Therapy (CBT), and (b) the evaluation of a prototype module from the web-based course to determine the feasibility of the e-learning program for a community-based counselor audience. The course is part of a unique study that trains counselor-supervisor teams to increase the transfer of learned skills to the agency. Following curriculum design, we sought counselor reactions to the prototype module on strengths/limitations of the design, functionality, and effectiveness. Results showed that counselors learned new information, found this format effective compared to other training, and wanted to complete a full CBT web course. Counselors’ evaluation led content and technology changes: we add and segmented material aimed at the advanced, more theoretically-oriented counselor, and housed these topics behind an “advanced concept” graphics button; added 7 screens to accommodate text broken into smaller units; and increased the difficulty of the end-of-module quiz.

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Section: Teach-cbt Curriculummentioning

confidence: 99%

A Novel CBT Web Course for the Substance Abuse Workforce: Community Counselors’ Perceptions

et al. 2009

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“…While I took his early successes as an opportunity to provide greater challenges and for him to be ready to start preparing for his first exam, he saw challenge as a sign of weakness and was taken aback at how difficult he found it (Dweck, 2007). As Bohlin et al (1993) suggest, requirements for success need to be clear to the student, along with relevance to the student's goals and the benefits of pieces learned. As such, we had discussions around his readiness for exam preparation, and the time frames to be expected for learning these more challenging pieces.…”

Section: Relevance Determined By External Goalsmentioning

confidence: 99%

Selecting motivating repertoire for adult piano students: A transformative pedagogical approach

Coutts¹

2018

Brit. J. Music. Ed.

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Selecting repertoire that adult piano students find motivating and musically satisfying is more complex than simply finding pieces that are aurally pleasing. Drawing on theories of motivation, adult learning and transformative pedagogy, this practitioner-based study describes how the author learned to involve her students in the selection process, to align repertoire with their tastes and goals, and to understand the impact of students' values, expectations and perceptions of learning on their engagement with repertoire learned. It is hoped that the experiences and theories shared herein inspire teachers to reflect on their own pedagogical choices regarding repertoire selection.

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“…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%

“…Analysis of the items ranked highest by the adults from a variety of instructional settings have shown especially important motivational strategies (Bohlin, Milheim, & Viechnicki, 1993b). While some were specific to improved interest or to improved effort, others were rated important to both.…”

Section: Adults' General Motivational Needsmentioning

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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The Development of a Model for the Design of Motivational Adult Instruction in Higher Education

Cited by 20 publications

References 9 publications

A Novel CBT Web Course for the Substance Abuse Workforce: Community Counselors’ Perceptions

A Novel CBT Web Course for the Substance Abuse Workforce: Community Counselors’ Perceptions

Selecting motivating repertoire for adult piano students: A transformative pedagogical approach

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