The Personal Learning Space

There are two types of motivation, intrinsic and extrinsic. Intrinsic motivation is the motivation to do/learn something because it is enjoyable, interesting as well as having an understanding of why it is useful and important to learn or do.

The key strengths of intrinsic motivation is that the learner takes responsibility of their learning, striving for a deeper level of understanding.

The extrinsic motivator is encouraged by an external award or incentive. This can lead to a shallow understanding of what is being taught or learned as well as the learner making minimum effort to achieve the desired outcome.

Intrinsic and extrinsic motivation can also be influenced by ones self-efficacy as a learner may have little belief in their ability to succeed especially if the benchmark or achievement seems out of reach or unattainable.

As an adult who is choosing to deepen and further my learning, I am aware that in the past I have relied on my teachers or lecturers to motivate me and to complete only what is necessary to receive the grades that I need or to just complete a task. I am also aware that depending on my mental state, I am discouraged when I am overwhelmed, or a task seems unachievable, yet encouraged when I am interested and can see the value in completing a task well.

For tasks such as this, where I am given an outline of what I need to do, yet it is a personal task and relates to my own learning, I am forced to think more critically about my own learning spaces, motivations and how I would like to encourage intrinsic motivation in my future students. It also shows me how important and beneficial intrinsic motivation is and that without the pressure of a benchmark or reward, I find studying and learning a far more enjoyable experience. For my own learning, I have identified that as I have grown up and matured, I can directly relate to Smith’s article on self-direction as I have taken responsibility over my learning and become more of a proactive learner (Smith, 1996).

As a primary educator rather than a higher education educator, the five assertions listed below are key to teaching the curriculum and encouraging intrinsic motivation and are closely related to Bloom’s taxonomy (also featured below). The difficulties arise when the students own interests, enjoyment and understanding of usefulness of the learning conflict with the set curriculum that is required to be achieved.

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Reference List

Cherry, K. (2017). Self Efficacy: Why Believing in Yourself Matters. Retrieved from https://www.verywellmind.com/what-is-self-efficacy-2795954

Connor, M.L. Andragogy and pedagogy. Retrieved March 1, 2007, from http://agelesslearner.com/intros/and ragogy.html

Pappas, P. (2010). The Reflective Student: A Taxonomy of Reflection (Part 2). Retrieved from http://peterpappas.com/2010/01/reflective-student-taxonomy-reflection-.html

Pew, S. (2007). Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education. Student Motivation, 2, 17-18.

Smith, M. (1996). Self-direction in learning. Retrieved from http://infed.org/mobi/self-direction-in-learning/

 

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