1st Edition
Motivational Immediacy Fostering Engagement in Adult Learners
This book provides a fresh look at the question of learner motivation and engagement, beginning with an investigation of potential motivations not to learn, the better to help instructors find more successful ways to engage learners in any given situation. After examining various kinds of resistance to learning, the book goes on to describe effective ways of overcoming resistance and engaging learners.Grounded in the literature of many fields, such as Adult Education, Psychology, Sociology, Cultural Anthropology, and Communication (as well as the author’s own decades of experience), the book connects the concepts surrounding learning resistance directly to engagement and human motivation, drawing these ideas together to make the case for practicing motivational immediacy in all learning spaces. The second section of the book focuses on the various tools effective teachers might use to mitigate learner resistance and foster authentic and lasting engagement. The author devotes a chapter to using curriculum and Instructional Systems Design (ISD) processes to effectively foster engaged learning in different learning spaces and contexts. Two chapters are devoted to applying the theory and methods to specific domains: online learning environments, and face-to-face classrooms with both undergraduate and graduate students. The last section includes a chapter that provides a potential method to measure effectual learning in the classroom, and one that addresses the ethical issues sometimes said to exist in efforts to mitigate learner resistance and foster engagement in its place. The final chapter draws the book to a close by presenting a fluid whole that will greatly improve understanding of the ideas as well as the methods best used to reduce learning resistance, increase learner engagement, and facilitate motivational immediacy and effectual learning.
1. Shifting Paradigms SECTION I. FRAMEWORKS OF MOTIVATIONAL IMMEDIACY 2. Learning Engagement and Learning Resistance 3. Motivational Immediacy 4. From Learning Resistance to Efficient and Effectual Learning SECTION II. FACILITATING EMOTIONAL IMMEDIACY 5. Facilitating Learner Engagement Through Resistance Mitigation 6. Facilitating Learner Engagement Through Lesson Plans 7. Facilitating Learner Engagement Through Curriculum SECTION III. DOMAINS OF MOTIVATIONAL IMMEDIACY 8. Facilitating Learner Engagement in Online Learning Spaces 9. Facilitating Learner Engagement in Face-to-Face Learning Spaces SECTION IV. CONCERNS OF MOTIVATIONAL IMMEDIACY 10. Measuring Effectual Learning 11. Value and Ethics in Effectual Learning 12. Effectual Learning as a Paradigm
Biography
Jonathan E. Taylor is associate professor in the department of Educational Foundations, Leadership, and Technology, Auburn University, and recent past president of the American Association for Adult and Continuing Education (AAACE). Taylor holds a Ph.D. in Educational Psychology from the University of Tennessee (with a cognate in Cultural Anthropology). He was previously a state-certified police academy instructor in Virginia, Maryland, and DC, as well as working in a training capacity as a community police officer in charge of community relations. Since then, Taylor has spent over a decade teaching both undergraduate and graduate students in private and public institutions courses in general psychology, developmental psychology, educational psychology, adult education, learning theory, social foundations of education, educational philosophy, and research methods. He has done numerous conference presentations (national and international), keynote presentations, and professional workshops on the topic.
“As an instructor, if you’ve encountered students with bland smiles and glazed eyes, you can assume they’re not keenly interested in what you’re teaching now. Well, this book may be for you. In Motivational Immediacy: Fostering Engagement in Adult Learners, Jonathan E. Taylor brings his experience in corporate training and higher education to the issue of learner motivation and engagement….Taylor’s writing style is friendly and at times impassioned, as in his rant against designing curriculum around the ability to assess learning objectives: '[T]his bit of nonsense has sucked much of the soul out of the learning that issues from it…Measure what you can, teach what you must' (p. 161). At this point, teachers in the reading audience no doubt jump to their feet and cry, 'Hear! Hear!'….Teachers and trainers who wonder why well-planned lessons fall flat at times as well as anyone who wants a solid theoretical base in learner motivation and engagement will find valuable takeaways in Motivational Immediacy: Fostering Engagement in Adult Learners.”
Bonnie Denmark is an STC Member and coordinates the Business/Technical Writing Option at Western Connecticut State University
STC Journal
