TEC-VARIETY by Curtis J. Bonk and Elaine Khoo. How to Motivate Students in the Online Learning Environment. “Correction does much, but encouragement does more“ Johann Wolfgang von Goethe How can course instructors encourage their online students to learn?
In this post I’ll describe how course instructors can foster learning in their online classes. I’ll also examine how the needs of online learners differ from students of traditional learning and how instructors and institutions can support non-traditional students. This is the third post in a four-part series on strategies for online instruction. In post one and two I introduced the Online Learning Support Framework that divides an online course by weeks into three distinct learning phases. Self-Directed Learning (willingness and capacity to conduct one’s own education) The Online Learning Support Framework is a model that can help educators understand the distinct needs of the online student. Using Self-Determination Theory to Improve Online Learner Motivation. According to self-determination theory, a theory developed by Deci and Ryan, three basic psychological needs affect motivation: autonomy, competence, and relatedness.
Susan Epps, associate professor of Allied Health Sciences, and Alison Barton, associate professor of Teaching and Learning, both at East Tennessee State University, have used this theory to develop ways to improve online learner motivation. Autonomy In this context, autonomy does not refer to independence but to the desire to have control over one’s own life and to make choices based on personal preferences.
In an online course, this means providing students with opportunities to have some control over the learning experience. Creating a sense of autonomy helps students make choices that emphasize what they value, which can increase the subjective value of the learning—the sense that the learning is relevant to one’s life, Barton says. Here are some ways to offer students choices: Feedback need not be in text form. Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction.
Terry AndersonAthabasca University – Canada’s Open University No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process.
This debate is fueled by surface problems of definition and vested interests of professional educators, but is more deeply marked by epistemological assumptions relative to the role of humans and human interaction in education and learning. The seminal article by Daniel and Marquis (1979) challenged distance educators to get the mixture right between independent study and interactive learning strategies and activities. They quite rightly pointed out that these two primary forms of education have differing economic, pedagogical, and social characteristics, and that we are unlikely to find a “perfect” mix that meets all learner and institutional needs across all curricula and content.
Nonetheless, hard decisions have to be made. Student Motivation and Engagement. By Selby Cull, Washington University in St.
Louis Don Reed, Dept. of Geology, San Jose State UniversityKarin Kirk, Science Education Resource Center authored as part of the 2010 workshop, Teaching Geoscience Online - A Workshop for Digital Faculty Jump down to: The Nature of Online Learners | Pedagogic Design | Instructor Behavior | References and Resources The challenge of keeping our students engaged and motivated is common across grade levels, subject matter, and all types of institutions and courses.
Online courses, however, present a special concern. With students and faculty in contact only via the internet several new challenges arise. On the other hand, there are several advantages to the online environment that make it easier to engage students. Instructor Presence in the Online Classroom. Teacher Presence: A given in the face-to-face classroom (flickr - CC) Establishing instructor presence in the online classroom is one of the many challenges for the teacher in the online environment.
Is it possible to establish a sense of ‘being there’, a climate for learning and student engagement while not being physically ‘there’? In my last post we saw an excellent video introducing the concept – let’s dig in a bit further. From a student’s perspective First, let me describe how I would define instructor presence from a student’s perspective. I’ve taken several online courses, and currently I’m enrolled in two. The online classroom without instructor presence - similar to a Ghost Town (istock image) This sense of non-instructor involvement can be somewhat unnerving for the student, and potentially overwhelming all at the same time.
5 Proven Ways to Engage Students In Class. The eyes roll back, the mouth scowls, the fingers grip the not-so-secretly hidden cellphone, and the brain checks out.
These are, as teachers everywhere can attest, the surefire signs of a disengaged student. And these symptoms are ravaging the educational system. Teachers know that student engagement is the key to learning retention and having a great overall classroom experience, but they often don’t have the time or energy to come up with some of the outrageous things that they see other teachers doing online to keep kids’ interest. Some of us just can’t plan a flash mob for every lesson. Disengaged students are unmotivated to complete their work, apathetic about learning outcomes, and resistant to participating in classwork. Everyone has suggestions for improving student engagement.
Strategies and Tools for Student Engagement Use 1:1 devices: We know, this isn’t a cheap option, but it is a legitimate way to increase engagement and participation in the classroom.