Assignment Specifics Part 1 Discuss The Following What Does

Ssignment Specificspart 1discuss The Followingwhat Does Education Lit

Part 1: Discuss the following: What does education literature offer as some of the key factors that usually serve as motivation for adult learners to return to school? What should the balance be between self-motivation and external motivation in online education? What does the literature say about these internal and external motivations in online learning? How important is cognitive load theory when considering learner motivation, whether childhood learners or adults?

Part 2: Discuss the following: You are preparing to teach a 14-week course in business writing at the local penitentiary. How might you incorporate the principles of self-regulation into your instruction and into your assessment and evaluation of participants? How do you relate the theory of self-efficacy to self-regulation and self-motivation in high school educational settings? How might you have to take self-efficacy and self-perception into account if you are designing a classroom course for learners who will be in a mixed class of factory assembly workers, supervisors, and midlevel managers? What obstacles can you see in trying to help eighth-graders learn the use of self-reflection in their learning processes?

Paper For Above instruction

Education literature provides valuable insights into the factors that motivate adult learners to return to educational settings. Among the most commonly identified motivators are personal development, career advancement, economic benefits, and social engagement. Merriam, Caffarella, and Baumgartner (2007) emphasize that adult learners are typically driven by intrinsic motivations such as personal fulfillment and extrinsic factors like workplace requirements. Understanding these motivators is essential for designing effective adult education programs that can attract and retain learners.

Regarding the balance between self-motivation and external motivation in online education, literature suggests that a synergistic approach yields the best outcomes. Self-determination theory (Deci & Ryan, 2000) underscores the importance of supporting learners' autonomy, competence, and relatedness to foster intrinsic motivation. While external motivators such as grades, certificates, or instructor feedback can initially spark engagement, fostering internal motivation promotes sustained learning (Schunk & DiBenedetto, 2020). In online settings, where learners often face isolation, designing activities that enhance self-efficacy and autonomous motivation becomes critical.

Cognitive load theory (Sweller, 1988) plays a significant role in influencing learner motivation by affecting cognitive processing ease. When instructional materials are well-designed to reduce extraneous load, learners experience less frustration and fatigue, which can enhance motivation to persist (Paas, Renkl, & Sweller, 2003). For both children and adults, managing cognitive load ensures that the focus remains on meaningful learning tasks, thereby fostering motivation through increased confidence and reduced overwhelm.

In a different context, preparing to teach a 14-week business writing course at a penitentiary presents unique challenges and opportunities to incorporate principles of self-regulation. Self-regulation involves goal setting, self-monitoring, and self-reflection, which can empower learners to take control of their progress. Explicit instruction on these strategies, coupled with formative assessments, can help participants develop accountability and internal motivation (Zimmerman, 2002). For example, encouraging learners to set personal writing goals, reflect on their progress, and self-assess can foster a sense of ownership and efficacy.

The theory of self-efficacy (Bandura, 1977) is closely linked to self-regulation and motivation. High self-efficacy beliefs can enhance learners' persistence, resilience, and effort. In high school settings, fostering self-efficacy involves providing mastery experiences, modeling, and positive feedback—techniques that can be adapted for adult learners in correctional settings. When learners believe they can improve their writing skills, they are more likely to engage fully and persist through challenges.

Designing a classroom for a diverse group of factory workers, supervisors, and managers requires nuanced consideration of individual differences in self-efficacy and self-perception. Recognizing that each learner’s background influences their confidence, instructors should employ differentiated instruction and scaffolding techniques. Building self-efficacy through achievable tasks and peer modeling can help bridge gaps in confidence. Additionally, understanding their perceptions of self and others can inform the creation of an inclusive environment that encourages ongoing reflection and development.

Teaching eighth-graders to use self-reflection introduces obstacles such as limited metacognitive skills, motivation, and accountability. Young learners may struggle with articulating their learning processes or seeing the value of reflection. Overcoming these challenges involves explicit instruction on reflective practices, integrating reflection into daily activities, and creating a supportive classroom climate that emphasizes growth and self-awareness. Gradually scaffolding reflection activities and providing prompts can help students develop the habit of self-assessment effectively.

References

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. Jossey-Bass.
• Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-cognitive theory. Contemporary Educational Psychology, 60, 101830.
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
• Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. Jossey-Bass.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-cognitive theory. Contemporary Educational Psychology, 60, 101830.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.