Motivating Factors for Adult Learners in Higher Education

Autor/in	Sogunro, Olusegun Agboola
Titel	Motivating Factors for Adult Learners in Higher Education
Quelle	In: International Journal of Higher Education, 4 (2015) 1, S.22-37 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Higher Education; Adult Learning; Learning Processes; Achievement Need; Performance Factors; Instructional Effectiveness; Educational Quality; Relevance (Education); Classroom Environment; Feedback (Response); Academic Advising; Self Management; Andragogy; Graduate Students; Mixed Methods Research; Focus Groups; Interviews; Questionnaires; Instructional Materials; Educational Practices; Student Attitudes; Learning Motivation; Student Educational Objectives + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Adulte education; Adult training; Erwachsenenbildung; Learning process; Lernprozess; Leistungsindikator; Unterrichtserfolg; Quality of education; Bildungsqualität; Relevance; Relevanz; Klassenklima; Unterrichtsklima; Akademischer Rat; Selbstmanagement; Andragogics; Andragogik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Fragebogen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungspraxis; Schülerverhalten; Motivation for studies; Lernmotivation
Abstract	All learners learn best when they are motivated; so do adults. Hence, the way to ensure success of students in higher education is first to know what motivates and sustains them in the learning process. Based on a study of 203 university students, this paper presents eight top most motivating factors for adult learners in higher education. These include quality of instruction; quality of curriculum; relevance and pragmatism; interactive classrooms and effective management practices; progressive assessment and timely feedback; self-directedness; conducive learning environment; and effective academic advising practices. The study concludes that these eight factors are critical to eliciting or enhancing the will power in students in higher education toward successful learning. The implications for practice and further research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01