15).
The policy implications of adopting such a model are profound, given that they suggest that merely removing barriers such as childcare demands or providing transportation may not be enough to deter individuals from their psychological motivational obstacles to enhancing their learning, and that the decision to embark upon and continue an educational program is highly subjective. In the cost-benefit theory, variables that affect decisions and motivational levels are tuition, materials, transportation, value of time invested in learning, expected income, although it does take into consideration how age, race, school completed, reason for resuming school may create a perception of greater or less economic costs of the education. The utility model views educational activity as financial investment and looks at the expected rate of return in increased earnings vs. working during the hours one must spend studying and in the classroom (Stowe 1998, p. 16). Participation may be influenced by incomplete knowledge about the benefits of education, but once these barriers are overcome, motivation is assumed to be higher, even though in the case of the Cambodian women, such knowledge was not the major part of their decision-making process, and may have acted as a deterrent, as it may have affected their relationship with their husbands in a way that was culturally unacceptable to them as well as the male members of the society (Stowe 1998, p.16).
Online learning, for example, has been suggested as a convenient way to address logistical complaints. But by taking learners outside of a social learning community at all, motivation may decrease some learner's motivational levels even further, even without cultural barriers. The new paradigm acknowledges that motivations and obstacles to participation can be perceptual and situation-based, rather than something that can be measured in terms of general physical factors that can apply to all situations, or the irrelevance of the course to desired economic advancement. Motivation may seem high in the classroom, and decrease outside of the classroom, when homework is due and the individual is in a new cultural context outside of the classroom. Teachers and program designers must keep this in mind when relating to students, in terms of how they motivate student performance to strive to create a motivational carry-over effect.
The cultural and social influences that motivate an individual to return to school are not always negative, it should be added. For example, one small qualitative study by Jang and Merriman (2004) examined why it is so common for already well-educated Korean women to return to higher education, either to 4-year universities, graduate schools, or learning centers, after their children had left home. All cited the need to find their identity as independent individuals once again and the authors concluded that the Korean value placed upon education was a contributing cultural factor that facilitated their return to school. What is so interesting about this study was that there was no economic motivation or reason for these women to return to school, most did not perceive themselves as using their degree in the workforce, but the motivation of personal fulfillment drove them and disciplined them to embark upon a program of study.
All adult learners, research is beginning to suggest, are constantly torn between the competing demands of the worlds of work, family, self and community, and one sphere of the learner's life may take precedence during different parts of his or her education. Carl Karsworm (2003) from...
Still, Mason indicates that the opposite is often true in public education settings, where educators, parents and institutions collectively overlook the implications of research and demands imposed by law. Indeed, "despite the IDEA requirements, research results, teacher perceptions, and strong encouragement from disabilities rights advocate, many youth have been left out of IEP and self-determination activities. For example, 31% of the teaches in a 1998 survey reported that they
The police department, by its very nature, cannot embrace all seven of Vaill's way of being/learning at all times. However, most are actually covered, at least in the progressive departments: Way of Being Example in Police Department Self-Directed Learning Probably the most prominent characteristic; in order to grow in the job, or even keep up with the requirements, officers must be self-directed as part of a larger scheme in learning. For an officer to
popularized social and cultural trends are merging, intentionally or not, toward laying the foundation for generating a new narrative about what it means to learn across a lifespan in an environment conducive to healthy living. It seeks to examine the coalescing of what is called lifelong learning side-by-side with the theories and practices related to the evolution of ecological thinking and environmental awareness. The idea that life can be
" Shin (2006) Shin also states that the CMC literature "illustrates shifts of focus to different layers of context." Early on, research relating to CMC in language learning and teaching looked at the linguistic content of CMC text to examine how language learners could improve certain communication functions and learn linguistic figures through CMC activities (Blake, 2000; Chun, 1994; Kern, 1995; Ortega, 1997; Pellettieri, 2000; Smith 2000, Sotlillo, 2000; Toyoda
Social Psychology The author of this report will be addressing four high-level topics during the course of this report. In order, those topics will be narcissism, self-esteem/self-worth, a definition and discussion of the self-efficacy theory of Albert Bendura and the inferring of traits as defined by the wider paradigm of the Fundamental Attribution Theory. The body of work on these topics is fairly large but there will be an analysis and
The general challenge in online education is the failure to embrace the paradigm that online programs are fundamentally different than traditional pedagogy, and must include alternative ways to link learning styles and learning outcomes. Failure to acknowledge the difference and to adjust delivery to meet the delivery medium runs the risk or providing ineffective instruction. The specific problem is that although there is a body of literature addressing online
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