Theory And Practice: Motivation

      Adult learning theory grew out of the recognition that adult learners have different characteristics, goals, and conditions from children. That understanding has been reinforced by advances in neuroscience imaging. In parallel, scholars have developed models to address the motivation of adult learners. In almost every case where someone is motivated, the emotive learning needs are being met. Discuss how differences in culture and learning environment may demand adjustments to motivate adult learners. Thinking of a course you teach or, if you don’t teach, one you have taken, consider the following: What could be revised in the course to improve adult learner motivation? Was cultural awareness integrated into the course? If not, how could it be? If so, what strategies were used? Was awareness of neuroplasticity theory incorporated into the course? If not, how could it be? If so, what strategies were used?