Motivation for Adult Online e-Learners

Group 3 - Ande, Laura, Marcia, Kelly, Ashley

Introduction - What is Motivation? (Kelly)

Insert Wordle/Word Cloud image and discuss with group - connect with BIG

QUESTION from ASYNCH lesson (slide)

Insert Marcia’s info for introduction (definition of motivation and factors that

affect motivation)(slide)

Shocking fact about online learners and motivation/completion on online

programs (slide)

Segue into obstacles online learners face and how to combat those issues

(slide)

Motivation Basic Definition

Motivation – an internal state that arouses us to action, pushes us in particular directions,

and keeps us engaged in certain activities.

-Motivation often determines whether and to what extent we actually learn, especially if

the behaviors and cognitive processes necessary for learning are voluntary and under our

control (Human Learning, J. E. Ormrod, 2012).

-Once we have learned how to do something, motivation is largely responsible for whether

we continue to do it.

-Although learners bring certain motives with them to the classroom, motivation is partly

a function of the learning environment – a phenomenon known as situated motivation

(Paris & Turner, 1994; Rueda & Moll, 1994; J. C. Turner & Patrick, 2008).

Factors for Motivation

Many factors influence students’ motivation:

-the nature of instructional materials (e.g., whether they’re interesting, challenging, and relevant to students’

lives)

-the extent to which students must compete or cooperate with one another

-the ways in which students are evaluated, etc.

Motivation is the result of numerous factors, some of which

are in learners’ control, but many more of which are the

result of learners’ past and present environmental

circumstances.

Less than 7%Average Completion Rate for MOOCs

Inside Higher Ed Article

Obstacles for Adult Online Learners

- Aside from the obvious, what are some obstacles you’ve faced just while

completing this course?

Incentive Theory

To “incent” is to encourage behavior.

What is it that incents us to act in certain ways?

Reward?

Punishment?

Something

else?

Extrinsic Motivation

Perform a behavior or engage in an activity to earn a reward or avoid punishment

Examples of behaviors that are the result of extrinsic motivation include:

Studying because you want to get a

good grade on a test

Extrinsic Motivation

Perform a behavior or engage in an activity to earn a reward or avoid punishment

Examples of behaviors that are the result of extrinsic motivation include:

Pulling the lever on a slot machine to

win money

Extrinsic Motivation

Perform a behavior or engage in an activity to earn a reward or avoid punishment

Examples of behaviors that are the result of extrinsic motivation include:

Running like the wind to avoid being

eaten by zombies

Intrinsic Motivation

Behavior is personally rewarding -- performing an activity for its own sake rather

than the desire for some external reward.

Playing a sport because it’s fun

Examples of actions that are the result of

intrinsic motivation include:

Intrinsic Motivation

Behavior is personally rewarding -- performing an activity for its own sake rather

than the desire for some external reward.

Solving a crossword puzzle because

you like to challenge yourself to

complete it

Examples of actions that are the result of

intrinsic motivation include:

Intrinsic Motivation

Behavior is personally rewarding -- performing an activity for its own sake rather

than the desire for some external reward.

Killing zombies just for the sheer

pleasure of it

Examples of actions that are the result of

intrinsic motivation include:

Better?

More meaningful, longer lasting = intrinsic

ID & teachers try to develop learning environments that are intrinsically rewarding

Better?

More meaningful, longer lasting = intrinsic

ID & teachers try to develop learning environments that are intrinsically rewarding

Although many psychologists argue that intrinsic doesn’t exist

Because there is still reward in these activities

(Ande’s clin psych prof, Steven Reiss @ Ohio State

was one of the leaders of this line of thought) ----->

Striving Toward

Intrinsic Motivation

Let’s get AMP-ed! (Laura presenting after Ande)

Review AMP from the asynchronous lesson

Break away or screen share:https://www.youtube.com/watch?time_continue=3&v=07tbb2cDM84

AMP it up! (Laura)We are providing instructional design services for an online ESL course provider. How do we AMP this course?!

Sample Student Learning Outcomes of an ESL Beginning Conversation

Upon successful completion of this course, students will be able to:

DISCUSSION – State opinions and recount basic information to group members.

VOCABULARY – Define 100 topic-related vocabulary words and recall 10 proverbs at the beginning

conversation level

FLUENCY – Summarize short readings in writing and tell short stories orally.

ACCURACY – Recall some personal high-frequency information and state some questions and agreement

expressions using correct grammar and identify

some grammatical errors in less frequently used conversational statements.

CULTURE – Identify some cultural differences in conversation.

AMP the Online ESL Course (Laura)

Promote

Autonomy

Encourage

Mastery

Foster

Purpose

Motivational StrategiesAgenda

• Definition of Strategy

• Feedback on Survey(s) You Took

• Approaches to Learning

• Motivational Strategies of Self-Efficacy

• Motivational Strategies of Self-Regulation

• Have some fun interacting!

Motivational Strategies

Motivational StrategiesA deliberate action or process used by an instructor to

enhance adult motivation to learn” (Galbraith, 2004)

Simple Definition of strategy: 1. A careful plan or method for achieving a particular goal usually over a

long period of time. 2. The skill of making or carrying out plans to achieve a goal.

Merriam-Webster

Motivational Strategies – Surveys

Self-Motivation Assessment Tool Motivational Behavior Report(seemypersonality.com)

List one word that describes the results of the survey you took?

Behavior ApproachBehavioral Inhibition

Motivational Strategy

The approaches to learning are made up of two

defining components or elements:

1. Motivations that reveal the intentions that move students to learn.

2. Certain strategies that are coherent with these intentions.

Motivation - Self

Understanding The Approaches to Learning

In contrast to the psychodynamic approaches of Freud and the neo-Freudians, which relate personality to inner (and hidden) processes,

Bandura (1990) proposed the concept of reciprocal determinism, in which cognitive processes, behavior, and context all interact, each factor influencing and being influenced by the others simultaneously. Cognitive processes refer to all characteristics previously learned, including beliefs, expectations, and personality characteristics. Behavior refers to anything that we do that may be rewarded or punished. Finally, the context in which the behavior occurs refers to the environment or situation, which includes rewarding/punishing stimuli.

The learning approaches focus only on observable behavior. This illustrates one significant advantage of the learning approaches over psychodynamics: Because learning approaches involve observable, measurable phenomena, they can be scientifically tested.

Motivational Strategies – Self-Efficacy

So….what does self-efficacy have to do with motivational strategies?

Motivational Strategy – Self Efficacy

Self-Efficacy Strategies for Increasing Motivation in Adult Learners

Learners are more likely to engage in certain behaviors when they believe they’re capable of executing the behaviors successfully (Bandura, 1982, 1989, 2006; Schunk & Pajares, 2004).

• Addresses the question, “How well can I do such-and-such?”

• People’s feelings of self-efficacy affect several aspects of their behavior, including their choices of activities, their goals, their effort and persistence, and ultimately their learning and achievement (Bandura, 1997, 2000; Pajares, 2009; Schunk & Pajares, 2005; Zimmerman, 1998).

Motivational Strategy – Self-Efficacy

Your level of confidence in your own abilities is known as ________.

A. self-efficacyB. self-conceptC. self-controlD. self-esteem

Motivational Strategy – Self-Efficacy

Compare the personalities of someone who has high self-efficacy to someone who has low self-efficacy.

Critical thinking question…

Motivational Strategy – Self-Efficacy

People who have high self-efficacy believe that their efforts matter. They perceive their goals as being within reach; have a positive view of challenges, seeing them as tasks to be mastered; develop a deep interest in and strong commitment to the activities in which they are involved; and quickly recover from setbacks. Conversely, people with low self-efficacy believe their efforts have little or no effect, and that outcomes are beyond their control. They avoid challenging tasks because they doubt their abilities to be successful; tend to focus on failure and negative outcomes; and lose confidence in their abilities if they experience setbacks.

Read…

Temporal motivation theoryAccording to temporal motivation theory, the motivation to complete a task increases as a deadline approaches.

Motivational Strategies

Motivation over timeThis graph illustrates how a student's motivation tends to change over time: early in the semester he may be more motivated to socialize with friends; later in the semester, school work takes precedence.

Motivational Strategy – Self Efficacy

“We’ve just addressed self-efficacy...now let’s move to self-regulation.”

Motivational Strategy – Self-Regulation

What does motivation have to do with self-regulation?

• According to Lecci & Magnavita (2013), “Self-regulation is the process of identifying a goal or set of goals and, in pursuing these goals, using both internal (e.g., thoughts and affect) and external (e.g., responses of anything or anyone in the environment) feedback to maximize goal attainment”.

• Self-regulation is also known as will power. When we talk about will power, we tend to think of it as the ability to delay gratification.

Motivational Strategy – Self-Regulation

Motivational Strategy – Self-Regulation

Self-Regulated Learning Strategies for Increasing Motivation in Adult Learners

Learners set standards for their own behavior establishing

criteria regarding what is acceptable performance.

∙ Self-observation. They must know what parts of their

performance are working well and what parts need

improvements.

∙ Self-Evaluation. Judge and evaluate their own behaviors

based on the standards they hold for themselves.

∙ Self-Reaction. Self-praise and self-criticism can be as

influential in altering behavior as the reinforcements and

punishments that others administer (Bandura, 1977,

1986, 2008).

Strategy #1

Strategy #2

Strategy #3

Motivational Strategy – Self-Regulation

Self-regulation is also known as ________.A. self-efficacyB. will powerC. internal locus of controlD. external locus of control

Motivational Strategy – Self-Regulation

Strategy #4

∙ Self-Reflection. Reflect on and critically examine their goals, past successes and failures, and

beliefs about their abilities, and they make any adjustments to goals, behaviors, and beliefs

that seem warranted.

Reflection Exercise

• Take a moment to remember a good teacher – someone you knew recently or long ago.

• In your opinion, what were the personal characteristics that made him/her a good teacher?