Keller posits in the ARCS Model that there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction. (ARCS Model, n.d., Learning Theories). Keller might determine that the 3 factors I identified above, have served to gain my attention, or stimulate my attention to the problem: “Inquiry arousal . . . stimulate(d) curiosity by posing challenging questions or problems to be solved.” (ARCS Model, n.d., Learning Theories) Keller’s model also gives weight to relevance in order to increase and maintain motivation. Thus my current employment need has stimulated my attention, and demonstrated relevance. I can clearly identify future and immediate rewards and usefulness. The ‘poking around’ that I engaged in over the summer, also gave me the confidence that I could embark on this learning journey and that I had a better chance to achieve successful outcomes.

My own emotional and somewhat intuitive alignment with andragogy is concisely and clearly expressed by Sharan Be. Merriam in her chapter titled “Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory”, when she presents a summary of Knowles’s concepts around adult learning:

five assumptions underlying andragogy describe the adult learner as someone who (1) has an independent self-concept and who can direct his or her own learning, (2) has accumulated a reservoir of life experiences that is a rich resource for learning, (3) has learning needs closely related to changing social roles, (4) is problem-centered and interested in immediate application of knowledge, and (5) is motivated to learn by internal rather than external factors . . . because adults manage other aspects of their lives, they are capable of directing, or at least assisting in planning, their own learning. (Merriam, 2001, p.5)

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