Autonomy is also connected to the idea that adult learners often have different social roles that demand different levels of active involvement, making them more likely to want elements of control over their learning (MacKreacher, 2004). When others make decisions for us and impose their systems upon us, we can experience feelings of resentment and resistance, whether consciously or subconsciously (Knowles, 1984). When learners inevitably encounter challenges in their learning, having this resentment and resistance can derail the learning process. When learners have a level of autonomy in their work, making a distinct connection to their motivation, they are more resilient when facing learning challenges. Although Knowles makes this assertion about adults, I believe it is accurate to say the same of adolescent and young learners as well, and the element of autonomy holds for all learners.

Learners’ beliefs about their own capacity or ability to learn can have implications for their outcomes (Dweck, 2007). As each learner’s individual motivations differ, the principle of achievement asks the learner to notice their own progress toward learning targets and goals. This acts as a positive reinforcement tool, encouraging the learner to move toward the next available goal, and strengthening the idea that they can grow their understanding (Hammond, 2015). A learner’s feeling of achievement can come from applying new knowledge. When learners have explicit examples of how they have advanced toward an objective and how they can apply this information, it contributes to positive learning conditions (Knowles, 1984).

When learners use metacognitive strategies that provide evidence of growth and achievement, they are more inclined to continue in their educational endeavors (Growth Engineering, 2022). The sense of learner achievement can be supported when learners interact with others. More Knowledgeable Others (MKOs) (Vygotsky, 1978) are mentors, teachers, or even peers with more expertise. When adult learners, in particular, can recognize other MKOs during their learning, they can enrich the experience through social collaboration, which mimics real-life interactions. When a learner can act as an MKO for another, there is an acknowledgment of the learner’s achievement, both through becoming more knowledgeable and through their role in sharing their previous knowledge.

Authenticity

Authenticity, in the context of learning, involves the integration of culturally and linguistically genuine materials and the practical relevance of content to the learner’s lived experience. For learners to connect with content authentically, it is important to recognize how learners perceive themselves and their social roles. Authenticity centers on bridging new knowledge with the learner’s existing experiences, values, and cultural context. The stronger and more evident this connection, learners are better able to see the relevance of new content to their own lives. When learners recognize how new information aligns with their personal context, they are more likely to engage deeply and retain what they have learned. 

The Zone of Proximal Development (ZPD) (Vygotsky, 1978), which describes the gap between what learners can achieve independently and what they can accomplish with guidance, provides a framework for understanding authenticity. Working within a learner’s ZPD honors their unique experiences and promotes growth through collaboration with more knowledgeable others (MKOs). This collaborative process reflects authentic real-world scenarios where individuals build understanding and apply knowledge collectively. Additionally, using language to reflect on achievements and share insights fosters both personal growth and collective learning. MacKeracher (2004) underscores this approach, emphasizing the importance of creating opportunities for learners to link their lived experiences to current learning objectives.