Jonathan E. Taylor – författare

Learners are always motivated; they just may not be motivated to learn the things you are wanting them to learn. Motivational Immediacy refers to the moment-by-moment motivation of learners during a learning event. This is in contrast to typical global views of motivation, and while casting a much heavier burden on the instructor, brings with it more deep, meaningful, and permanent learning.Motivational Immediacy in the Workplace focuses not only on fostering learner engagement with a primary emphasis on the role of the instructor, but also addresses the work and concerns of curriculum writers and training directors. The author defines Motivational Immediacy as both a phenomenon and a practice and provides concrete steps for practical action. Motivational Immediacy, as a construct, refers to a moment-by-moment feeling of motivation on the part of the learner to engage in the learning opportunity directly at hand. As a practice, it is the instructor’s process of working to stay connected with individual learners and foster engagement consistently at every moment of the teaching activity. The author addresses this idea from a learner-centered orientation, making the case that understanding and empathizing with the learner’s perceptions is the most effective way to promote efficient, meaningful learning.The book will provide a comprehensive conceptualization of learning engagement and learning resistance. It begins with a substantial theoretical framework and then shifts to direct applications to practice in the workplace. Motivational Immediacy is multidisciplinary and draws from fields such as Adult Education, Workplace and Training Development, Psychology, Educational Psychology, Sociology, Cultural Anthropology, and Communications.

Learners are always motivated; they just may not be motivated to learn the things you are wanting them to learn. Motivational Immediacy refers to the moment-by-moment motivation of learners during a learning event. This is in contrast to typical global views of motivation, and while casting a much heavier burden on the instructor, brings with it more deep, meaningful, and permanent learning.Motivational Immediacy in the Workplace focuses not only on fostering learner engagement with a primary emphasis on the role of the instructor, but also addresses the work and concerns of curriculum writers and training directors. The author defines Motivational Immediacy as both a phenomenon and a practice and provides concrete steps for practical action. Motivational Immediacy, as a construct, refers to a moment-by-moment feeling of motivation on the part of the learner to engage in the learning opportunity directly at hand. As a practice, it is the instructor’s process of working to stay connected with individual learners and foster engagement consistently at every moment of the teaching activity. The author addresses this idea from a learner-centered orientation, making the case that understanding and empathizing with the learner’s perceptions is the most effective way to promote efficient, meaningful learning.The book will provide a comprehensive conceptualization of learning engagement and learning resistance. It begins with a substantial theoretical framework and then shifts to direct applications to practice in the workplace. Motivational Immediacy is multidisciplinary and draws from fields such as Adult Education, Workplace and Training Development, Psychology, Educational Psychology, Sociology, Cultural Anthropology, and Communications.

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. After examining various kinds of resistance to learning, the book goes on to describe effective ways of overcoming resistance and engaging learners.Grounded in the literature of many fields, such as Adult Education, Psychology, Sociology, Cultural Anthropology, and Communication (as well as the author’s own decades of experience), the book connects the concepts surrounding learning resistance directly to engagement and human motivation, drawing these ideas together to make the case for practicing motivational immediacy in all learning spaces. The second section of the book focuses on the various tools effective teachers might use to mitigate learner resistance and foster authentic and lasting engagement. The author devotes a chapter to using curriculum and Instructional Systems Design (ISD) processes to effectively foster engaged learning in different learning spaces and contexts. Two chapters are devoted to applying the theory and methods to specific domains: online learning environments, and face-to-face classrooms with both undergraduate and graduate students. The last section includes a chapter that provides a potential method to measure effectual learning in the classroom, and one that addresses the ethical issues sometimes said to exist in efforts to mitigate learner resistance and foster engagement in its place. The final chapter draws the book to a close by presenting a fluid whole that will greatly improve understanding of the ideas as well as the methods best used to reduce learning resistance, increase learner engagement, and facilitate motivational immediacy and effectual learning.

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. After examining various kinds of resistance to learning, the book goes on to describe effective ways of overcoming resistance and engaging learners.Grounded in the literature of many fields, such as Adult Education, Psychology, Sociology, Cultural Anthropology, and Communication (as well as the author’s own decades of experience), the book connects the concepts surrounding learning resistance directly to engagement and human motivation, drawing these ideas together to make the case for practicing motivational immediacy in all learning spaces. The second section of the book focuses on the various tools effective teachers might use to mitigate learner resistance and foster authentic and lasting engagement. The author devotes a chapter to using curriculum and Instructional Systems Design (ISD) processes to effectively foster engaged learning in different learning spaces and contexts. Two chapters are devoted to applying the theory and methods to specific domains: online learning environments, and face-to-face classrooms with both undergraduate and graduate students. The last section includes a chapter that provides a potential method to measure effectual learning in the classroom, and one that addresses the ethical issues sometimes said to exist in efforts to mitigate learner resistance and foster engagement in its place. The final chapter draws the book to a close by presenting a fluid whole that will greatly improve understanding of the ideas as well as the methods best used to reduce learning resistance, increase learner engagement, and facilitate motivational immediacy and effectual learning.