There are two theoretical frameworks I am most interested in for my ARP: Adult Learning Theory and Motivational Theory.
Adult Learning Theory has continued to evolve since its inception due to new findings about neuroscience and how adults learn. This theory has adapted to changes and responded to criticisms which has kept the theory relevant and valuable in the current learning landscape.
My research topic focuses on the instructional design process for workplace learning and the key assumptions noted by adult learning theory are relevant to my research in this area. Adult Learning Theory acknowledges that the adult learner:
(1)has an independent self-concept and can direct his or her own learning, (2) has accumulated a reservoir of life experiences that is a rich resource for learning, (3) has learning needs closely related to changing social roles, (4) is problem-centered and interested in immediate application of knowledge, and (5) is motivated to learn by internal rather than external factors. (Merriam, 2020)
Because adult learning theory focuses heavily on the learner and learner characteristics I believe it can serve as a strong foundation for my research and easily integrate throughout because my research focuses on centering the instructional design process around the learner.
Another theoretical framework useful to consider for workplace learning design is Motivational Theory because the more motivated the learners are the more potential for impactful and meaningful learning. Keller’s widely used ARCS-V motivational model is a problem-solving approach to designing learning and is based on five elements (attention, relevance, confidence, satisfaction, and volition) in the learning process that support and sustain learner motivation (Keller, 2016). This model aligns with my workplace learning goals of increased participation, engagement, successful outcomes, and satisfaction ratings.
Initially, it seems that the more encompassing theory is adult learning theory, and motivation is considered within its framework, however, motivational theory distills key elements of instructional design considerations and my goals of designing more meaningful and impactful learning experiences.
My question is, will it be more beneficial to choose the larger lens of adult learning theory or be grounded more narrowly to motivational theory in relation to workplace instructional design?
Once I begin conducting my literature review and defining the scope for my research I will be able to further evaluate the two theories to make an informed choice about which one will best serve as the foundational theory for my ARP.
References
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, Springer.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New directions for adult and continuing education, 2001(89), 3-14.
November 30, 2022 at 10:08 am
HI Melissa, For Adult Learning Theory, I wondered how much do you plan to incorporate self-directed learning? I’ve seen this as a challenge in workplace learning sometimes given there can be very specific learning outcome requirements. I’ve also shared similar feelings in not yet knowing to have a wider perspective or getting very specific. Both have their merits and challenges! Cheers, Zac
November 30, 2022 at 1:40 pm
Hi Zac,
I am very much considering self-directed learning as this is something that is becoming more needed in online professional development programs within my organization. Traditionally, training has been facilitated in classrooms, and now moving in the direction of online learning (for many programs) a shift in mindset is needed to support employees in their growth as self-directed learners. I am also expanding my research into heutagogy as a step further from self-directed adult learning theory and andragogy as we move to empower our employees to take more control of their learning journies.
Thanks for the comments!
November 30, 2022 at 2:48 pm
Melissa – This post resonated with me and my adult learning MALAT journey. Mariam (2020) nails it – number three especially. My learning needs are highly intertwined with my social roles (as a black/brown woman, someone with depression, someone with ADHD et al.) and those roles are constantly changing and quite often clash with MALAT and the historical institutional aspect of higher learning (post-graduate).
“Difficulties arise for many minority and international adult learners when they attempt to negotiate learning environments that have been constructed within an ethnic base of values, behaviours, beliefs, and ways of doing things that is different from their own” (Kapur. 2018).
I know there is the thought out there that you knew what you were getting into, this is post-graduate work (Master of…). There are expectations. To which I say, post graduate work then is elitist and unless you conform, or are neuro-typical, you are not going to be successful, and perhaps not welcome? Aren’t we then, at risk of missing out on individuals who could very well demonstrate advanced knowledge in an area, apply theory, engage in learning, contribute to learning communities, contribute to resources, and contribute to research? Perhaps not in the traditional, centuries old way? Only certain people are allowed to learn more about what they love and master it?
Circling back to your ARP, have you considered the role privilege plays in adult learning? Because adult learning is so heavily centred on the adult, individuals from equity seeking/deserving communities bring a few layers with them before any teaching or learning takes place. I wonder how much that impacts their ability to learn – the desire may be there but the opportunity or execution of that learning may be hampered.
For your consideration –
Katia
References:
Kapur, R. (2018, March). Race and Ethnicity in the Field of Adult Education. https://www.researchgate.net/publication/323796768_Race_and_Ethnicity_in_the_Field_of_Adult_Education
November 30, 2022 at 5:50 pm
Hi Melissa,
I’m keenly interested in seeing the output of your ARP, but also your literature review on the topic which I would like to peer assess. I’m intrigued about the Motivational Theory for your self-directed training and how you will envision incorporating the ARC foundations to motivate your learners to pursue personal growth in your organizational context. I found it challenging to motivate adult learners in organizations to continue their learning and collaboration beyond the classroom – experiencing this right now with a post classroom leadership development program. I’ll be interesting to read your literature review on the topic. – Stephanie