Have a Little Faith

A Heroic Approach to Destroying

Dissatisfaction in Online Learning

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Questions to Consider…

What motivates you?

What gets you moving when you are tired, overwhelmed, or underwhelmed?

And finally…

Where’d all the good students go?

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You’re a Superhero—all prepped & pumped…

Week One is excitingWeek Two is interestingWeek Three is …

…And So Were Your Students

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Who Invited the Villains?

The Evil Anti-Enthusiasm and his wicked sidekicks Lack-of-Participation and

Completely Confused

How did this happen? And, more importantly, how do we get that initial

burst of motivation back?

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Motivation

1.The reason or reasons one has for acting or behaving in a particular way.2.The general desire or willingness of someone to do something.

Intrinsic Motivation:the undertaking of an activity without external incentive; also, personal satisfaction derived through self-initiated achievement Extrinsic Motivation:refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide.

mo·ti·va·tion/ˌmōtəˈvāSHən/

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Before you get to: • Where did they go? • Should I contact them? • What should I say? • How do I know if they are enjoying the course? • Do they think I’m doing a good job?

PLAN ahead and start with:• People: Who are they?• Legacy: What do I want my ‘class legacy’ to be this term/semester?• Acquire: What can I learn to better teach them?• Noteworthy: What simple things can I do to make class satisfying and

memorable for them AND for me?

Personal Motivation & Retention PLAN

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Step One: People

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Identify the hero within and then follow a motivation plan:

• State the positive• Restate the obvious• Work the communication tools• Rework the negative

Create a Student-Centered Student:

• Self-regulating activities: Planning, Assessing, Reflecting

• Strengthen self-efficacy: Feedback, Model, Successful Experience

Student-Centered “centers” around STUDENT

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Step Two: Legacy

Be legendary.

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Genuine

Reverent

Energetic

Artful

Thoughtful

It Doesn’t Always Take Great Effort to be GREAT

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Step Three: Move into Action and Acquire More…

Learn more about your subject, about the technology, about your department, your college, your community…

Challenge yourself to LEARN your own class content from the ground up- just like your students.

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Idea Session

Step Four: Take Notes and Make the Class Noteworthy

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From Human to Superhero and Back Again

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Before you get to: • Where did they go? • Should I contact them? • What should I say? • How do I know if they are enjoying the course? • Do they think I’m doing a good job?

PLAN ahead and start with:• People: Who are they?• Legacy: What do I want my ‘class legacy’ to be this term/semester?• Acquire: What can I learn to better teach them?• Noteworthy: What simple things can I do to make class satisfying and

memorable for them AND for me?

Review: Personal Motivation & Retention PLAN

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Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Chyung, S. Y., & Vachon, M. (2005). An investigation of the profiles of satisfying and dissatisfying factors e-learning. Performance Improvement Quarterly, 18(2), 9- 113. Cunningham, J. (2010). Self-Direction: A Critical Tool in Distance Learning. Common Ground Journal 7(2): 89-100.Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127-148. Eom, S. B., Ashill, N., & Wen, H. J. (2006). The Determinants of Students' Perceived Learning Outcome and Satisfaction in University Online Education: An Empirical Investigation. Decision Sciences: Journal of Innovative Education, 4(2), 215-236.Fink, L.D. (2003). Creating significant learning experiences: integrated approach to designing college courses. San Francisco: Jossey-Bass. Graham, M., & Scarborough, H. (2001). Enhancing the Learning Environment for Distance Education Students. Distance Education, 22(2), 232-244.Hoskins, S. L., & van Hooff, J. C. (2005). Motivation and ability: Which students use online learning and what influence does it have on their achievement? British Journal of Educational Technology, 36(2), 177–192.

Resources

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Lewis, J. (2004). The independent learning contract system: Motivating students enrolled in college reading courses. Reading Improvement, 41(3), 188-194. Moran, J. J. (2005). A model for promoting self-regulated learning. New Horizon in Adult Education, 19(1), 15-26. Northrup, P. T. (2002). Online Learners' Preferences for Interaction. The Quarterly Review of Distance Education, 3(2), 219-226.Roper, A. R. (2007).How Students Develop Online Learning Skills: Successful online students share their secrets for getting the most from online classes, focusing on time management, active participation, and practice. Educause Quarterly, 30 (1), 62-65. Shroff, R. H., Vogel, D., Coombes, J., & Lee, F. (2007). Student E-Learning Intrinsic Motivation: A Qualitative Analysis. Communications of the ACM, 19(12), 241-260.Swan, K. (2001). Virtual Interaction: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses. Distance Education, 22(2), 306-331.Wang, S. (2001). Motivation: General overview of theories. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 04 March 2012, from http://projects.coe.uga.edu/epltt/

Have a Little Faith

A Heroic Approach to Destroying

Dissatisfaction in Online Learning

Shay Rahm-Barnett 2012