Motivating the Computer Learner

Introduction

The rapid growth of technology has changed the way we learn. It has created a learner centric environment where mature andragogical learners can flourish and find a plethora of educational material at his finger tips. The computer based material can be designed and presented either synchronous of asynchronous. The computer instructional material can be either distance learning or classroom facilitated. However computer learning is presented, the learner needs motivation, whether it is internal or external to maximize the learning experience.

The use of computer technology has created a situation for many learners to use the technology as a "scapegoat". Learners have stated at Naval Submarine School that they do not learn well from Interactive Multimedia Instruction (IMI) and learn better from hands-on or Instructor Led Training (ILT) pedagogical learning methods. Many learners have stated that computer aided learning is 'boring', that it lacks the intensity and interest of computer games. However, according to recent Kirkpatrick surveys at Naval Submarine School (2006) test grades, attrition rates and knowledge transfer shows learner retention is higher utilizing 'boring' IMI compared to that of 'non-boring' ILT. The IMI might be classified as 'boring' when a learner compares it to exciting computer games or to instructor led training. However, the young age of the learners is a factor when making the transition for pedagogical to andragogical learners. This is what makes the IMI appear boring to a young learner yet to enter andragogy. Sailors that have fleet experience and are true andragogical learners do not consider IMI boring, this is because they can directly relate the material.