Motivational Immediacy

This book provides a fresh look at the question of learner motivation and engagement, beginning with an investigation of potential motivations not to learn, the better to help instructors find more successful ways to engage learners in any given situation.

Autorentext

Jonathan E. Taylor is associate professor in the department of Educational Foundations, Leadership, and Technology, Auburn University, and recent past president of the American Association for Adult and Continuing Education (AAACE). Taylor holds a Ph.D. in Educational Psychology from the University of Tennessee (with a cognate in Cultural Anthropology). He was previously a state-certified police academy instructor in Virginia, Maryland, and DC, as well as working in a training capacity as a community police officer in charge of community relations. Since then, Taylor has spent over a decade teaching both undergraduate and graduate students in private and public institutions courses in general psychology, developmental psychology, educational psychology, adult education, learning theory, social foundations of education, educational philosophy, and research methods. He has done numerous conference presentations (national and international), keynote presentations, and professional workshops on the topic.

Inhalt

1. Shifting Paradigms SECTION I. FRAMEWORKS OF MOTIVATIONAL IMMEDIACY 2. Learning Engagement and Learning Resistance 3. Motivational Immediacy 4. From Learning Resistance to Efficient and Effectual Learning SECTION II. FACILITATING EMOTIONAL IMMEDIACY 5. Facilitating Learner Engagement Through Resistance Mitigation 6. Facilitating Learner Engagement Through Lesson Plans 7. Facilitating Learner Engagement Through Curriculum SECTION III. DOMAINS OF MOTIVATIONAL IMMEDIACY 8. Facilitating Learner Engagement in Online Learning Spaces 9. Facilitating Learner Engagement in Face-to-Face Learning Spaces SECTION IV. CONCERNS OF MOTIVATIONAL IMMEDIACY 10. Measuring Effectual Learning 11. Value and Ethics in Effectual Learning 12. Effectual Learning as a Paradigm