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• W13386883 abstract "We live in a rapidly changing society that requires its members to be engaged in continuous learning. Educators must develop empowered learners with spirit of ownership, responsibility, teamwork, and autonomy. This article explores the interactive relationship between proactive instruction and the empowerment of adult learners, asserting that learner empowerment is a key to learner success. Instructional skills must be developed and artfully used to empower adult learners. Accordingly, various methods and approaches to promote proactive collaborative involvement of learners are presented. Empowerment: A method of motivating adult learners As we explore the interrelationships between empowerment and adult learning, we will consider empowerment as a tool to enhance adult learning. Meanings, associations, expectations, and norms of traditional approaches to classroom instruction have created a framework that is not productive for adult learners. These stereotypical ideas in large part determine the roles of instructors and learners in most classrooms. The concept of empowerment has been variously defined and applied. Sitterly (1998) stated, Empowerment is a process that enables individuals to unleash their full potential by enabling and encouraging them to more fully participate, to take action, risks and ownership of their decisions (p. 2). Conger (1989) viewed empowerment as a process that strengthens one's sense of effectiveness or personal power, leading to an increase in self-efficacy. In the context of this article, empowerment is defined as a sense of ownership, excitement, and pride that enables the adult learner to meet with new levels of success, productivity, and effectiveness. As our society has changed, so has the role of the instructor. Long past are the days of dictatorial education and rote memorization. Today's effective instructors are leaders that work to empower their students. This is especially true for teachers of adult learners. In an effort to empower adult learners, instructors must abandon many of the traditional approaches to teaching and education. In a 1992 study, Short and Rinehart defined six empirical dimensions of empowerment: * Impact * Self-efficacy * Autonomy * Involvement in decision-making * Opportunities for professional growth * Professional status. A discussion of these important concepts will illustrate and delineate the critical role of a teacher-leader in the empowerment of adult learners. Impact: A component of intrinsic motivation State laws require school attendance for our children. Adults engage in education because of the impact it will have in their lives. Adult learners choose coursework to meet a variety of needs, including graduation requirements, entry-level training, skills improvement, and continuing education requirements. Their choice to return to the classroom may be a response to specific job requirements, potential financial rewards, or personal satisfaction. Educators are keenly aware that Maslow's Needs Hierarchy presents growth, achievement, and advancement as needs that are related to self-actualization. For adult learners, meaningful learning is an intrinsic motivator that can increase the quality and quantity of learning. Instructors can help adult learners develop higher levels of intrinsic motivation by illustrating the positive impact that can result from the content they are learning. An instructor can help adult learners develop an understanding of why topics are taught by addressing the following questions: Why does the learner need to know this particular course content? How does the information apply to the real world? How, specifically, can the learner use this information? In addition, course content should include discussions regarding job opportunities and how the information relates to other courses in the same training program. …" @default.
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• W13386883 modified "2023-09-24" @default.
• W13386883 title "Empowerment: A Method of Motivating Adult Learners" @default.
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