When I read the materials about Motivation in the Digital Learning Environment, I got curious about how goal setting and social pressure influence adult learners in online courses. This idea stands out to me as I connect the dots between goal setting and social pressure, and how they help contribute to the the adult learners’ experiences in digital environments.
Goal setting is about deciding on clear, specific targets to achieve, such as setting a goal to complete a course by a certain date or aiming for a particular grade. If you’re a working professional, you may be aiming for promotion, or enrolling in a particular course to help with your credentials. Goal setting helps to stay focused and motivated. On the other hand, social pressure is the influence we feel from others which can push us to perform better. Sometimes, it makes us feel stressed leading to poor performance.
In online learning, these two factors, goal setting, and social pressure, play a big role in how adult learners engage with their courses. In this post, we will explore how these elements work together, and how they can support an adult learner to stay motivated and succeed in their studies.
Goal Setting and Social Pressure – How do they work together?
When goal setting and social pressure come together, they can create a powerful mix that influences how we approach learning. By now, you already know that I’m taking online education (as this post is one of the requirements). I’ve set a goal to finish all assignments by Saturday each week. This goal keeps me focused. However, knowing that my classmates are doing the same thing adds a bit of friendly competition. This social pressure pushes me to achieve my goals because I don’t want to fall behind.
Another example is when I’m a part of a collaborative project where everyone shares their weekly goals. If others are meeting their targets, I feel encouraged to keep up. The group’s progress creates a little pressure that motivates me to stay on track with my goals. This kind of social interaction makes goal-setting more effective because it’s no longer just about me; it’s about being part of a community that’s working toward common objectives.
The desire to keep up with others can encourage us to stay committed and participate more actively. However, if the pressure feels intense, like constantly feeling judged or compared to others, it can have the opposite effect, leading to anxiety and disengagement.
The Hurdles Adult Learners Face When Setting Goals
Adult learners often encounter unique challenges when it comes to setting and achieving educational goals. Unlike traditional students, adults usually have to balance multiple responsibilities such as work, family, and personal commitments.
A working parent might struggle to find time for study sessions while also managing job duties and caring for children. Similarly, someone who graduated years ago, and is now returning to school to keep up with professional trends, may find it hard to adjust, especially when trying to figure out the best learning approaches.
This juggling act can make it tough for adult learners to set realistic and achievable goals. It’s not just about managing time, but also finding the energy and focus to stay on course.
Social Pressure and Self-Directed Learning
Self-directed learning is when you take charge of your learning process. Instead of relying on a teacher or a structured classroom environment, you decide what you want to learn, set your own goals, and figure out the best way to achieve them. It’s like being your own teacher.
If you want to learn new skills such as cooking, you might start by setting a goal to learn the basics within a month. You’d then find resources like online tutorials, cookbooks, or practice recipes to help you reach that goal. You’d decide when and how often to study, track your progress, and adjust your approach if needed.
What makes self-directed learning powerful is that it is driven by your interests and motivation. Since you’re the one choosing what to learn and how to learn it, you’re more likely to stay engaged and committed. This approach works well for people who are curious, motivated, and enjoy the freedom to explore topics at their own pace.
Social pressure can have a significant impact on self-directed learning, especially for adult learners in online education. When learners feel the weight of expectations from peers, family, or colleagues, it can either push them to stay on track or create stress that hinders their progress. For example, an adult learner might feel pressured to keep up with classmates in an online course, which could motivate them to study more consistently. On the other hand, if the pressure feels overwhelming, it might lead to anxiety or negative self-evaluation making it harder for them to manage their own learning.
This balance between motivation and stress is important because self-directed learning is key to success in online courses, where students need to manage their own time and learning pace. Educators can create environments that encourage autonomy while providing the right level of support to help learners stay motivated without feeling overwhelmed. It is really important to understand how social pressure affects this interaction.
How Goal Setting Helps Me Stick with Online Courses
Goal setting has been a game-changer for me in sticking with online courses. One thing that really helps me is breaking down big tasks into smaller, manageable steps. For example, instead of just aiming to “finish the course,” I might set a goal to complete one module each week. This makes the overall goal feel less overwhelming and gives me a clear plan to follow.
Another approach I use is setting deadlines for myself. Even if the course is self-paced, I create a personal timeline that completes a certain number of lessons by the end of each month. This keeps me on track and prevents me from procrastinating. Knowing I have specific checkpoints to reach keeps me on schedule.
Finally, rewarding myself for meeting goals is a great self-motivator. After completing a major assignment or reaching a milestone, I might treat myself to something I enjoy, such as a movie night or a nice meal. These small rewards give me something to look forward to and keep me motivated throughout the progression of the course.
What can I do as a future practitioner in Instructional design?
As a future practitioner in instructional design, understanding the dynamics of social pressure and goal-setting is crucial. It enables me to craft learning environments that harness the positive aspects while reducing any potential negative effects. I can help learners stay motivated and focused on their goals by carefully balancing these elements and creating community support so students do not feel overwhelmed. This approach fosters a sense of belonging and collaboration it also enhances the overall effectiveness of the online learning experience.
Keeping in mind that there are several challenges an adult learner faces, this framework helps me create support systems that fit the needs of adult learners. This could involve flexible scheduling, offering resources like time management workshops, or building online communities where learners can share strategies and support each other. We can help adult learners overcome obstacles and successfully reach their educational goals by addressing these challenges.
references:
Lin, M., Chen, H., & Liu, K. (2017). A study of the effects of digital learning on learning motivation and learning outcome. EURASIA Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a
Seifert, K., & Sutton, R. (2018). Motivation theories on learning. In R. E. West (Ed.), Foundations of learning and instructional design technology. EdTech Books. https://edtechbooks.org/lidtfoundations/motivation_theories_on_learning
Zhang, P. (2021). Understanding digital learning behaviors: Moderating roles of goal setting behavior and social pressure in large-scale open online courses. Frontiers in Psychology, 12, 783610. https://doi.org/10.3389/fpsyg.2021.783610
