Motivating the Adult Learner Using the Andragogical Delivery Method and the Psychology of FLOW

Scholarly presentation at the 2024 COABE (Coalition on Adult Basic Education) conference in Nashville, TN. Full title "Overcoming Barriers to Learning Using the Andragogical Delivery Method and the Psychology of FLOW"

1. Overcoming Barriers to Learning Using the Andragogical Delivery Method and the Psychology of FLOW Richard K. Sealana, Ed.D. University of San Francisco

2. Welcome Handouts Physical & psychological climate Your goals and objectives PowerPoint presentation

3. 1950’s Nuclear Family ( McCumber , 2020) )) (Image Credit: Pinterest - 1950’s Nuclear Family , n.d.)

4. (Circa 1953)

5. (Photo Credit: FreePic )

6. (Getty Images)

7. (Getty Images)

8. Three Questions for the Audience What learning was occurring? How was learning occurring? What factors were influencing my learning trajectory?

9. Let me finish my story

10. Think About What FACTORS changed? Environmental Social Economical Psychological Behavioral

11. Think About _________ What were the BARRIERS to learning and how were they overcome?

12. Adult learners are guided by their: Self Concept Experience Readiness to learn (influenced by social roles) Orientation (postponed or immediate) Motivation (from external to internal) (Smith, 1996)

13. What do we mean by learning?

14. Learning

15. Learning is a PROCESS that: Is active Builds upon prior knowledge Occurs in a complex social environment Is situated in an authentic context Requires learner’s motivation and cognitive engagement (UC Berkeley, n.d.) (UC Berkeley , n.d.).

16. My Focus Today: “Overcoming Barriers to Learning” Using the Andragogical Delivery Method and the Psychology of FLOW

17. Sealana’s Research Design & Methodology (current) Meta-Analysis Narrative Review Action Research

18. Goals in Today’s Presentation Define the “Convenience Factor” Explain & Model Andragogical Delivery Method process (ADM) Show how inducing FLOW in learners enhances ADM and learner motivation

19. Foundational Definition: Pedagogical Delivery Method (PDM)

20. Foundational Definition: Andragogical Delivery Method (ADM)

21. Key Point: ENGAGEMENT is a critical ACTIVE process for LEARNING to occur (Martin & Bolliger , 2018 as cited in Moore, 1993 ).

22. Foundational Definition: E gp Engagement Exercised by the Participant

23. Foundational Definition: E gf Engagement Exercised by the Facilitator(s)

24. Foundational Definition: E gc Engagement with the content (Photo credit: nytLicensing )

25. Abstract: Research has shown that adult learners need and desire a different approach to training and continuing education. { E gp }

26. Abstract (continued): However, most occupational and educational organizations continue to rely on traditional delivery (PDM) methods. { Egf }

27. Abstract (continued): This occurs due to the “Convenience Factor” which minimizes efficacy in continuing education and adult learning.

28. Abstract (continued): Through rigorous application of the Andragogical Delivery Method (ADM), trainers and educators can overcome the effects of the convenience factor.

29. Abstract (continued): To improve self-motivation in learners ( Egp ), we attempt to facilitate (trigger) the psychological state known as FLOW ( Meloncelli , n.d.)

30. Theoretical Foundations PRINCIPLE RELEVANCE Action Learning {L=P+Q} Importance of collaborative work on real problems ( Revens , 1980) Active Learning Explains learning retention (Bonwell & Eison, 1991) Andragogy How adults learn (Knowles, 1984) Rational Choice & Gratification theories Helps us understand why we “satisfice” in education Multimedia Learning Theory Explains cognitive learning processes (Mayer, 2009) Satisficing The decision-making strategy or cognitive heuristic (Simon et al, 1986) The Mental State of FLOW Describes a state of mind which brings together cognitive, physiological and affective aspects. ( Csikszentmihalyi, 1990).

31. 2010 Study: “Examining the efficacy of adult learning of government-mandated content using andragogical delivery methods (ADM) versus traditional pedagogical delivery (PDM) methods”

32. Sealana (2014) Mixed Method Design

33. Conclusions/Outcomes from 2010 Study (summarized): Quantitative: ADM enhances learning of mandatory content Qualitative: Three Themes Emerged: Motivation Familiarity (CF) Rigor Recommendations for Practice: Five-Step Process to ADM

34. Pedagogy vs. Andragogy – Overlooked Themes: Underlying philosophy that facilitation and facilitators are NOT most important RIGOROUS Roles and Responsibilities of the Facilitators { Egf } AND Participants { Egp } ( Cardet , n.d. )

35. Pedagogical Delivery Method (PDM): Traditional Lecture approach Instructor centered Focused on meeting standards

36. “The Important thing is not “can you read the music, but can you hear the music” (Oppenheimer, 2023)

37. The Traditional Approach is Deeply Institutionalized

38. One-to-Many Approach

39. Presentation and learning d elivery t echnologies are evolving rapidly

40. Technology Changes The Approach Often Stays the Same

41. In Your Learning Community, Are You Seeing Movement Away From Traditional Pedagogical Delivery?

42. Andragogical Delivery Method (ADM):

43. Pause for Questions

44. So… Why Don’t We Use ADM More?

45. Image Credit: (King, 2018) 2015 “Convenience Factor”

46. The Convenience Factor Traditional BARRIERS to LEARNING + CONTEMPORARY FACTORS = Convenience Factor

47. 2015: The “Convenience Factor” Traditional Barriers (Cross, 1981): Situational Institutional Dispositional Contemporary Factors (Sealana, 2015): Technological complexity Learning Institutionalism Non-strategic satisficing

48. The CONVENIENCE FACTOR Applies to both the facilitator (presenter, instructor, teacher) as well as the participant (student, trainee) Facilitators Participants

49. How Does Convenience Relate to Learning? Convenience is a situational criterion in people’s choices about: Learning opportunities Learning sources Satisfaction with sources Ease, use, and access (Sealana, 2015)

50. Key Point: Barriers Must be Overcome for Learning to Occur

51. Traditional Barriers to Learning: Situational Barriers: One’s situation or environment at a given point Family and work Poverty Adult identity Cultural issues Learning tracks (Cross, 1981)

52. Traditional Barriers to Learning (continued): Institutional Barriers: Practices and procedures that exclude or discourage adults from learning activities: Politics Culture Religious beliefs (Cross, 1981)

53. Traditional Barriers to Learning (continued): Dispositional: Dispositional barriers are those related to the attitudes and self-perceptions about oneself as a learner. Cognitive Load Confidence Prior learning Motivation (Cross, 1981)

54. Adult Learners and Cognitive Load (Image Credit: Learning Snippets)

55. (3 Minute Ed Theory, 2018)

56. Cognitive Load Must be Managed for Learning to Occur Image Credit: (Edwards, 2015)

57. Principles of Multimedia Learning

58. Adult Learners and Cognitive Load: Application for Adult Learning: Minimize load through instructional design Maximize scaffolding As related to the Convenience Factor: Technological choices Information overload ( Evaristo , Et. al., 1995) ( Cognitive Load Theory , 2019)

59. Contemporary Factors: Technology: Our ability to access, adapt, and effectively use learning technologies Rapid evolution Competence (Sealana, 2015)

60. The Complexity of Teaching with Technology (CRLT, University of Michigan, 2014)

61. Contemporary Factors (continued): 2017 Culture of Satisficing

62. Herbert Simon’s Theory of Bounded Rationality “Satisficing” Photo Credit: Carnegie Mellon University

63. Image Credit: ( Riccardi , 2016)

64. Example of Satisficing (#1)

65. Example of Satisficing (#2): (Stuart Jr., 2016)

66. Do you recognize the Satisficing in your life and learning environment? Take a moment and think of the last time you engaged in satisficing

67. Psychological Implications of Satisficiers: (Schwartz & Ward, 2002)

68. Impact of Satisficing on the Convenience Factor:

69. A New Technological Factor Affecting Learning

70. How will AI affect education & learning? October 12, 2023 – Harvard Gazette

71. Trying to Understand the implications of Artificial Intelligence on Education and Learning

72. What type of learning barriers could AI contribute to? Traditional Barriers Situational Institutional Dispositional Contemporary Factors Technological complexity Learning Institutionalism Non-strategic satisficing

73. What type of learning barriers could AI contribute to? Traditional Barriers Situational Institutional Dispositional Contemporary Factors Technological complexity Learning Institutionalism Non-strategic satisficing

74. Pause for Questions

75. Now that we know what the Convenience Factor is, how do we avoid it?

76. For Facilitators { Egf } For Participants { Egp } FIRST: Recognize --- PDM is the natural default!

77. Recognize --- ADM Requires RIGOR { Egf } { Egp } ADM Demands: Thoughtful planning Flexibility Endurance A knowledge of participants and their needs

78. Audience Reflection When you hear the term “Rigor” what THOUGHTS and feelings come to mind? Likewise, when you hear or use the term “Academic Rigor.” what thoughts and feelings come to mind? Image credit: (Atchison, 2020)

79. “The Benefits of Rigor & Challenge” for Learning (Education, n.d.)

80. Importance of Rigor in Adult Learning: Key Components: Critical thinking Reasoning skills Problem solving skills Enhancing creatively Increasing flexibility Environments that are: Stimulating Engaging Supportive Hidden curriculum (2014, August 26)

81. WE MUST Change the Paradigm about Rigor:

82. How Can We Make Rigor Psychologically Rewarding?

83. Enhancing Participants’ Motivation to Learn Raymond Wlodkowski Mihaly Csikszentmihalyi

84. (Wlodkowski, 2008) Wlodkowski focused on the factors that influence an adults’ motivation to learn

85. Csikszentmihalyi (Csikszentmihalyi, 1990).

86. Definition of FLOW: Psychological Flow captures the positive mental state of being completely absorbed, focused, and involved in your activities at a certain point in time, as well as deriving enjoyment from being engaged in that activity.  (Csikszentmihalyi, 1990)

87. Also Known as “Being in the Zone” IMAGE CREDIT: ( VIAStrengths 2010)

88. ( VIAStrengths , 2010)

89. Have You Experienced FLOW (Been “In the Zone?”)

90. Essential conditions leading to the FLOW experience: (Csikszentmihalyi, 1990).

91. Pre-FLOW Exercise (IMAGE CREDIT: Analyzing Schools in the U.S. News Community College Directory , n.d.)

92. In a LEARNING context, strategically induced anxiety (discomfort) can be an indicator of a “pre-FLOW” state.

93. “…being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you’re using your skills to the utmost.”

94. Can We Induce a FLOW state?

95. Two Schools of Thought

96. (Ahuja, 2017)

97. Achieving the FLOW State (“5 Steps to Achieve the Flow State - YouTube,” 2017)

98. Moving from PDM to ADM: a 5-Step Process Inform Learners of the Mission, Vision, Goals, and Objectives Plan and Modify the Physical and Psychological Climate Obtain Participation of Learners Involve Learners in Their Own Learning Facilitate Goals & Objectives Setting for Participants

99. Encouraging the FLOW experience:

100. Summary: Define the Convenience Factor Explain the Andragogical Delivery Method (ADM) Show how inducing/triggering FLOW enhances learning

101. Thank You Richard Sealana, Ed.D. Post Doc Research Affiliate [email protected] [email protected] [phone]

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