The purpose of this study is to determine the impact of external motivational strategies, environmental factors, pre-training instructions on adult learning and the influence of learner’s ability on the learning process. Phipps , Prieto, & Ndinguri(2013) in their article propose the above stated aspects of adult learning need to be researched. These factors have not been researched into well while they have a potential of coming up with new strategies in implementing an effective adult education program. Environmental factors can affect the confidence of the learner to take part in the learning activity.
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The older people are also faced with the challenge of dealing with the various myths associated with aging such as the old people are frail (Merriam & Kee, 2014). External motivational influence may motivate the learner who may have the ability to learner but puts forward no effort into the process. The impact of pre-training instructions should also be looked into as this has been found to set the stage for successful teaching and proper learning to occur. Learners with lower learning abilities need special consideration in order to assist them in the learning process.
These individuals should not be left behind in the learning processes as a result of their lower mental capability. Strategies to implement an adult learning program in this special population should be well researched into. These four areas when well researched and plausible suggestions put forward will improve the adult education outcomes.
1. What is the impact of external motivational strategies in adult learning? (Merriam & Kee, 2014)
2. What is the effect of environmental factors on adult learning?
3. What is the Role of Pre-training or pre-instructional practices in adult learning? (Phipps , Prieto, & Ndinguri, 2013).
4. What is the influence of ability in adult learning? (Olfson et al 2014).
Phipps T.A., S., Prieto, L. C., & Ndinguri, E. N. (2013). Teaching an old dog new tricks: investigating how age, ability, and self efficacy influence intentions to learn and learning among participants in adult education. Academy Of Educational Leadership Journal, (1), 13.
Merriam, S. B., & Kee, Y. (2014). Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults. Adult Education Quarterly: A Journal Of Research And Theory, 64(2), 128-144.
Olfson, N. E., Cavanagh, T. M., & Kraiger, K. (2014). Older Adults and Technology-Based Instruction: Optimizing Learning Outcomes and Transfer. Academy Of Management Learning & Education, 13(1), 26-44.