The Role of Motivational Teaching Techniques in Adult Distance Learning Programmes

Autor/inn/en	Salifu, Inusah; Biney, Isaac Kofi
Titel	The Role of Motivational Teaching Techniques in Adult Distance Learning Programmes
Quelle	In: International Review of Education, 69 (2023) 4, S.467-485 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salifu, Inusah) ORCID (Biney, Isaac Kofi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-023-09997-7
Schlagwörter	Adult Education; Distance Education; Student Motivation; Motivation Techniques; Educational Strategies; Foreign Countries; College Faculty; Barriers; Adult Students; Student Behavior; Ghana + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Schulische Motivation; Motivationsförderung; Lehrstrategie; Ausland; Fakultät; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Student behaviour; Schülerverhalten
Abstract	This qualitative research study explored motivational teaching techniques used by instructors of distance learning programmes (DLPs) to assist adult learners in achieving learning outcomes that meet their educational goals. The authors investigated how 11 instructors in a DLP at a large university in Ghana, Africa, applied the techniques, as well as the challenges they faced. The instructors were purposively selected for face-to-face individual interviews and classroom observations. Data were analysed using content, constant comparison and thematic approaches. The findings revealed that in their teaching of adults, the instructors used different motivational techniques, described in this research as "patching," "resting," "piecemealing," "shared learning" and "opportunity to try." Although the choice of techniques overlapped among the instructors in the sample, they each applied them differently to help their adult learners to learn effectively. The instructors also encountered challenges (teaching frustrations), such as learner absenteeism, unwillingness to accept change, disrespect and the lack of preparedness. These findings led to the conclusion that indisciplined learner behaviour can cause underperformance. Given that the instructors faced diverse challenges, the authors recommend that open and distance learning (ODL) instructors in Ghana take advantage of professional development opportunities to keep up to date with techniques for managing complex adult learning environments and issues. Internationally, the findings of this study highlight the need for ODL providers around the world to regularly review their services to ensure that the challenges instructors and learners are facing are addressed in a timely manner. This will ensure that ODL remains a viable alternative mode of education, especially during exceptional circumstances like COVID-19 lockdowns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01