Contextually in adult education, Knox’s (cited in Merriam, ) proficiency theory “posits that motivation for adult learning is evoked by a discrepancy between current and desired levels of proficiency” (p. 10). Understanding motivation and barriers to adult learning is therefore a highly relevant issue to the current situation of the world and not only in the field of xfuckx.xyz facilitate learning in adult learners, a thorough understanding of how they are motivated to learn, what and how barriers to learning are formed.
Aug 16, · This paper attempts to address the problem of motivating adults, particularly but not only in the context of distance teaching. Its approach is needs based, in that it identifies in some detail the needs and interests of adults, due to an acceptance of a viewpoint promoted constantly in adult learning theories – that effective learning should be based on the needs Cited by: Motivation in Adult Education Theory What is Adult Learning? An adult learner is "a self-directed person, 24 years of age and above whose engagement and readiness to learn is based on the immediate applicability to the development tasks of his/her social role incorporating his/her reservoir of experience.
Motivation is an important variable related to adult distance learner suc- cess and is often cited in the professional distance education literature (Moore & Kearsley, ). Knowles () theorized the primacy of moti- vational processes in successful adult learning.