Abstract
This qualitative research study explored motivational teaching techniques used by instructors of distance learning programmes (DLPs) to assist adult learners in achieving learning outcomes that meet their educational goals. The authors investigated how 11 instructors in a DLP at a large university in Ghana, Africa, applied the techniques, as well as the challenges they faced. The instructors were purposively selected for face-to-face individual interviews and classroom observations. Data were analysed using content, constant comparison and thematic approaches. The findings revealed that in their teaching of adults, the instructors used different motivational techniques, described in this research as patching, resting, piecemealing, shared learning and opportunity to try. Although the choice of techniques overlapped among the instructors in the sample, they each applied them differently to help their adult learners to learn effectively. The instructors also encountered challenges (teaching frustrations), such as learner absenteeism, unwillingness to accept change, disrespect and the lack of preparedness. These findings led to the conclusion that indisciplined learner behaviour can cause underperformance. Given that the instructors faced diverse challenges, the authors recommend that open and distance learning (ODL) instructors in Ghana take advantage of professional development opportunities to keep up to date with techniques for managing complex adult learning environments and issues. Internationally, the findings of this study highlight the need for ODL providers around the world to regularly review their services to ensure that the challenges instructors and learners are facing are addressed in a timely manner. This will ensure that ODL remains a viable alternative mode of education, especially during exceptional circumstances like COVID-19 lockdowns.
Résumé
Le rôle des techniques motivationnelles d’enseignement dans les programmes d’apprentissage à distance pour adultes – Cette étude qualitative se penche sur les techniques motivationnelles d’enseignement utilisées par les enseignants de programmes d’apprentissage à distance pour adultes (PAD) dans le but d’aider les apprenants adultes à obtenir des résultats correspondant à leurs objectifs éducatifs. Les auteurs ont examiné comment 11 enseignants d’un programme d’apprentissage à distance d’une grande université africaine au Ghana employaient ces techniques et étudié les difficultés auxquelles ils faisaient face. Les enseignants ont été choisis à dessein pour réaliser des interviews individuelles en face-à-face et des observations en classe. Les données collectées ont été analysées sur la base des contenus, d’une comparaison constante et d’approches thématiques. Les résultats ont révélé que dans leur activité pédagogique avec des adultes, les enseignants recouraient à différentes techniques motivationnelles qualifiées de patching, resting, piecemealing, shared learning and opportunity to try (stratégie de correctifs, mise au repos, approche fragmentaire, apprentissage partagé et occasion d’essayer) dans cette étude. Les enseignants de l’échantillon ont certes choisi des techniques qui se recoupent, mais ils les emploient de différentes façons pour aider les apprenants adultes à apprendre efficacement. Ils rencontraient aussi des difficultés (des frustrations pédagogiques) comme l’absentéisme des apprenants, la réticence à accepter le changement, l’irrespect et le manque de préparation. Ces résultats ont conduit à conclure que le comportement indiscipliné des apprenants peut se traduire par de mauvais résultats. Étant donné que les enseignants se trouvent confrontés à des difficultés diverses, les auteurs recommandent que ceux qui interviennent au Ghana dans des programmes d’enseignement ouvert à distance (EOD) tirent parti des possibilités de développement professionnel pour se tenir au courant des techniques utilisées pour gérer les environnements et sujets complexes de l’apprentissage des adultes. Sur le plan international, les résultats de cette étude soulignent la nécessité pour les fournisseurs de programmes d’enseignement ouvert à distance dans le monde entier d’examiner régulièrement leurs services pour veiller à répondre à temps aux difficultés auxquelles font face enseignants et apprenants. Cela permettra de garantir que les programmes d’enseignement ouvert à distance, en particulier dans des situations exceptionnelles comme les confinements durant la pandémie de COVID-19, restent un mode d’éducation alternatif viable.
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Notes
Most universities in Africa require mature-age learners to be 25 or over.
According to Ethnologue: Languages of the world, an online database, Ghana is “home to 73 living indigenous languages. … In addition, 10 living non-indigenous languages are established within the country. One of these, English, is the official language of the country. In formal education, 9 indigenous languages are used as languages of instruction” (Ethnologue n.d.).
A level 300 course is equivalent to the third year of a bachelor’s degree programme.
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Salifu, I., Biney, I.K. The role of motivational teaching techniques in adult distance learning programmes. Int Rev Educ 69, 467–485 (2023). https://doi.org/10.1007/s11159-023-09997-7
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DOI: https://doi.org/10.1007/s11159-023-09997-7