IV: Learner Analysis

According to Brown & Green (2006) learner analysis is meant to "determine the learner's approach to the instruction, including their prerequisite knowledge, skills, and attitudes toward the task" (p.122). Instruction will look different based on the specific needs of the learners, so instruction designers need to specify these needs.

A basic starting point for learner analysis is explained in Maslow's hierarcy, which explains how basic needs must first be met before learning is possible. For instance, learners must feel safe and secure. Basic human needs of hunger and thirst must also be addressed. Next, students are looking for "approval and recognition" from their peers and the instructor. With these needs in place, one can be expected to fulfill mental health, including: knowing, understanding, and exploring. Only after these needs have been met, can students be expected to meet their full learning potential, extending to their spiritual health.

The similarities and differences of the learners can be evaluated. Mager (1997) describes a variety of characteristics worthy of analyzing, including:

1. Age range
2. Sex distribution
3. Nature and range of educational background
4. Reason(s) for attending the course
5. Attitude(s) about course attendance
6. Basis, prejudice and beliefs
7. Typical hobbies and other spare time activities
8. Interests in life other than hobbies
9. Need-gratifiers (rewards that would work)
10. Physical characteristics
11. Reading abilities
12. Terminology or topics to be avoided
13. Organizational membership
14. Specific prerequisite and entry level skills already learned

Motivation is also a key element in learning. Evaluation of student motivation can help determine if instruction will be successful. Designers must look at both intrinsic motivation, that which comes from within, and extrinsic motivation, that which is driven by outside forces. Students who have instrinsic motivation towards the given tasks will get much more out of the learning objectives.

Hints:
Consider an "average" learner from the audience. Use this benchmark for making overall instructional decisions. Then use traits of individuals to fine-tune the instructional design to meet the specific needs of the audience.