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Some externally motivated learners may present difficulties beyond keeping motivation up. They are often most motivated purely by the grade they will receive or the completion of the course in general. Often, they’d be happy with just a list of what they need to know.

These learners don’t want context or anecdotes. Some prefer to just learn what they need to know and be on their way. Learners respond to this situation in different ways. The most common reason for these types of learners to be enrolled in a course is that it is a required course for a larger goal or prospect, often in progress toward a degree or a mandatory training required by a job. Rather than being self-motivated to learn the material, these learners have external reasons for being in the course. This brings us to extrinsically motivated learners. Luckily, it’s generally pretty easy to keep both kinds of intrinsically motivated learners engaged. As self-motivated learners, they appreciate the time to work on the material or problems on their own without too much guidance, preferring a trial-and-error style of learning. These learners don’t care much for the context or backstory, they just want to learn the material or the skill. Some examples of this could be learning coding to build a video game or learning a language before a big vacation. Intrinsically motivated learners may also be interested in taking the course in an effort to gain specific knowledge toward a future goal. These learners are often enthusiastic and can actually help motivate other learners to be more enthusiastic about the material as well. These learners want to learn the backstories and context of the material, and they want to hear your anecdotes and participate in activities. They may be interested in the topic out of their own sense of curiosity. Intrinsically motivated learners are self-motivated. With so much variability in the learners who may be taking a course, how can educators best reach everyone? The first step is to understand learner motivations, whether intrinsic or extrinsic, and what level of knowledge they are coming into the course with.

They have different life experiences, different educational levels, and different reasons for learning. Designing a tool for measuring the interrelationships between L2 WTC, confidence, beliefs, motivation, and context. Motivational intensity modulates the effects of positive emotions on set shifting after controlling physiological arousal. When job performance is all relative: How family motivation energizes effort and compensates for intrinsic motivation. Menges JI, Tussing DV, Wihler A, Grant AM. Using intrinsic and extrinsic motivation in continuing professional education.