Student Motivation

Factors that are most likely to motivate someone in an online classroom setting include intrinsic and extrinsic motivational factors. These factors can be both physiological and psychological. Maszlow’s Heirarchy of needs, as described in the course text (Ch. 7), proposes five different sets of needs. Extrinsic factors or needs include physiological needs, safety needs, and love and belongingness needs. Intrinsic factors include esteem needs and needs for self-actualization. (Ormrod, et al. 2009).

Esteem needs and self-actualization needs are most relevant to the need for individual self-determination. These intrinsic factors are relevant to student motivation for online studies because they involve the achievement and mastery of specific skills, knowledge as well as fulfilling the need to learn and grow intellectually. ( Ormrod et al., 2009).

Students in all learning environments must find the subject matter interesting because it captures and keeps their attention. Student interest in the course topics has “a strong cognitive component” especially if presented in a “way that is not expected” by students. Supportive learning environments can provide the motivation students need for success.
Presentation of course content in an interesting format provides mental stimulation.

Interesting course content has meaning or association and tends to enhance cognition or information processing thus increasing student competence. Learners who have success at learning new competencies are more motivated to learn even further. This fulfills the need for self-determination or autonomy (Ormrod, Video, 2009).

Fulfilling the need for relatedness or the “need to interact with other human beings” is another strong motivating factor. Ormrod mentions that the classroom environment must “convey a sense of enthusiasm” and a “sense of belonging”. She recommends a positive learning environment where the student is encouraged to become involved in the learning process and interacting with other students and the instructor as well as getting immediate feedback.

John M. Keller describes methods for improving student motivation using the “ARCS Motivational Process”. A plan to boost the motivational level in online classes experiencing high student attrition rates requires consideration, evaluation, planning and implementation of various factors.

An instructional design intervention must evaluate such design factors as learner characteristics, learner’s attitudes towards learning tasks, the instruction medium such as computers and software, and motivational tactics for the lesson.

Let us assume that we are faced with a challenge to improve the motivation level of a particular online course experiencing high student attrition rates. We would begin with determining the student attitudes toward distance learning as well as the factors that make the course attractive to the student such as relevance to his/her professional goals.

Another factor to consider would be the course design in terms of degree of complexity or simplicity. Is the course structured in such a way that the student can accomplish progressively challenging objectives or is it so vague or confusing in its structure that it undermines the chances for student success thus decreasing student motivation and client satisfaction?

If we find that course design and instructional delivery is not meeting student expectations, then we need to create a plan to boost motivational levels of these online learners. Using Keller’s ARCS model, I would improve student motivation by implementing the following plan (Keller, 1999).




Instructional Design Plan for Improving Online Learner Motivation Using the ARCS Model

Phase I: Course Information

Attention: Provide description of course objectives by degree of complexity from simple to more challenging.

Relevance: Overview of course objectives provides student with the opportunity to relate them to professional goals. This will help student decide if course meets career aspirations.

Confidence: Student attains satisfactory level of knowledge about course objectives, relevance to professional goals and confidence with own ability to succeed with completing objectives.

Satisfaction: Student has clear understanding, expectations of what knowledge, skill, and competence course is expected to provide as well as expectations of instructor.

Phase II: Course introduction

Attention: Course content overview is presented with context, as it will apply to new profession, setting competencies and student career goals.

Relevance: Student perceives course overview in connection to real world applications of the profession.

Confidence: Student succeeds with understanding introduction to concepts, principles, and applications relative to career goals.

Satisfaction: Student acquires a “sense of success” by passing introductory course content application of concepts and principles to real world context. Sees career benefits of continuing with course.

Phase III: Course intermediate level content

Attention: Intermediate level content is a continuation of introductory level content. Student interest is high because previous level content provided solid foundation upon which to build intermediate level content.

Relevance: Professional career context is seen in real-world terms. Application, skill, objectives, fit into grand scheme of career goals. New knowledge and skills are relevant to chosen profession. Student motivated to move to next level.

Confidence: Newly acquired skill, competence, knowledge, progressively challenging but successfully acquired. Student can apply competencies in real world or simulated settings

Satisfaction: Student feels fulfillment with newly acquired knowledge, skills, and competencies. Can demonstrate proficiency in professional setting. Has ability to move forward with next level challenges. Looks forward to advanced level.


Phase IV Course advanced level content.

Attention: Advanced level content is continuation of intermediate level content.

Relevance: Student sees course content is high because successfully completing course objectives is assured. Application to career, professional goals are clear. : Acquired proficiency with competencies, skills, knowledge arms student with necessary tools for success.

Confidence: Student is able to discuss and apply concepts, principles, and knowledge within a professional setting as well as instruct others.

Satisfaction: Student has successfully completed course objectives, which are perceived as providing him/her with the tools necessary to continue professional/ career goals

. .
References:
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction

Ormrod, J. Video Program: “Motivation in Le

Reflections on Learning

My views on how I learn best have changed. I now understand that learning is more than just my approach to understanding new topics or subjects. I find that learning is a network of the many dimensions that make up my existence. I am now aware that the learning experience involves more than cognitive storage of facts and figures, more than the memorization of definitions.

Considering what knowledge I bring to each lesson has given more depth to my level of understanding new information. Past and present experiences, relationships, academics, all provide for a resource of tools that I can integrate into my new learning experiences.

Consider for example, my previous difficulties with understanding learning and behavioral theories. I would read literature repeatedly to try and understand it in an abstract context. I did not attempt to find meaning to these concepts but instead kept them in the intellectual realm without relating them to past experiences. I approached these subjects without considering their relevance to personal and professional applications but instead attempted to memorize each and every detail of the information.

Reflecting on the relevance of each learning theory (Behaviorism, Cognitivism, Constructivism, Social learning, and Connectivism) I now realize that learning is contextual and situational as much as it is memorization and understanding. No one learning theory provides the best explanation of how I learn. However, I find that connectivism provides a more complete explanation of learning in today’s world of global communications and related technologies.

This blog represents a newly acquired resource for sharing insights on learning and for acquiring meaningful information relevant to my personal and professional growth via internet resources. The connection with the many sources of information found via internet technologies has opened new doors for learning and teaching opportunities.

Thanks to my on line connection with classmates, I have discovered websites that provide for creating online classrooms to communicate information and monitor student participation (http://www.4teachers.org/tools/) . These online resources are free of charge and available to teachers worldwide. I will now be able to provide in-service training to faculty members without imposing on work schedules or departmental productivity. Another important new development is the use of a virtual library provided by Cengage Publishers (http://library.cengage.com/) which our school recently purchased. Our students will now be able to access publications, books, journals and other sources of information to complete coursework. Instructors can now provide an online resource that will enrich student learning. I am just now realizing how important these technologies are for both learning and teaching. I look forward to the discoveries that current and emerging technologies will provide with learning as well as teaching.

Incorporating Technology with Lab Instruction

I came upon this link from the Edutopia web site after visiting a laboratory setting where the instructor was going from table to table demonstrating the blood smear techniques for a clinical lab. While taking ten minutes or more to demonstrate this technique to a small group of students, the rest of the class was sitting around waiting for their turn with the demonstration.

Given the basic tools available with which to instruct, the teacher was doing the best he could with what he had. I thought of how we, the school administration, can provide better resources for this outstanding lab instructor.

Two technologies described in The Horizon Report, Mobiles and Cloud Computing, seem to be a viable and practical solution to improving instruction in our clinical lab (Johnson, 2009). We can start by employing the Active View Visual Presenter (www.prometheanworld.com) for demonstrating technique on a large screen. Large, clear images will provide students with visual input augmented by the auditory input from the instructor’s explanations.

The Active View Camera is connected to a computer which is connected to a projector, simple enough. Video recordings can then be downloaded, saved and transmitted to the student’s mobile phones for review, discussions, elaborations, insertion into PowerPoint video presentations, etc... These video recordings can also become part of a You tube collection for student viewing as part of homework or reference resources.

The scenarios described above are a mixture of classroom and online learning environments. The technology integration I am proposing, and will probably implement in the near future, should provide a contextual framework upon which students can build knowledge as well as continue to add to this knowledge base. Students should be able to make sense of the information provided via these technologies thus offsetting the concerns proposed by Lim (Lim, 2004).

References:

Active View Visual Presenter, http://www.prometheanworld.com/server.php?show=nav.21224&cmp=AvEdutop , Accessed 2-16-10

Edutopia: http://www.edutopia.org/ http://www.edutopia.org/technology-integration-introduction-video

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/

Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking Research and Practice to Improve Learning, 48(4), 16–23.

Learning Styles & Strategies

Elaboration as described by Dr. Ormrod seems to me to be the most logical teaching and learning strategy. Elaboration is described as adding to already existing information or knowledge (Ormrod, 2009).
I recently applied idea with a class of clinical skills students where we began with demonstrating procedures for measuring (taking) blood pressures on several volunteers. The day prior to this we had discussed the dynamics of cardiac output so we had introduced a basic knowledge.
I noted that students previously bored out of their minds and rarely participating in previous discussions now were the first to grab the blood pressure cuffs (sphygmomanometers) with stethoscopes at the ready. These students reminded me of what was described as “concrete perceivers” or learners who absorb information by doing, acting, sensing, and feeling (Gilbert & Swanier, 2008). Others sat back and carefully noted the blood pressure results and quietly read through their notes from the previous session. These reminded me of the “active and reflective processors” as described in the same reference.
The discussions that resulted revealed unique though similar perspectives on the same subject. Almost every student participating in this exercise was able to explain, in very unique ways, how the blood pressure results related to cardiac output. One student brought up the concept of “Starling’s Law” which resulted in the rest of the class thumbing through their notes and textbooks for a quick refresher. The fact that I did not begin this session with a lecture but rather a demonstration appeared to have resulted in a one-hour discussion among students and student groups. My question was a very simple and probably unexpected one, “what is blood pressure?”.
This reminded me of what Dr. Gardner had written (Gardner, 2003) in the required readings article: “Efforts to cover too much material doom the achievement of understanding” and “we are more likely to understand if we probe deeply in a small number of topics”. It seems to me that our traditional education delivery systems have missed the bus for many generations who may have been labeled as lacking “intelligence” and unable to “understand” subject matter. Dry and boring lectures are a waste of time, energy, and money.
Instructional designs that focus on student participation with projects, both individual and group, as well as elaboration as described by Dr. Ormrod will be part of the focus for program improvements in my career as an instructional design professional


References:
Ormrod, J., Learning Styles and Strategies, 2010, Video
Gardner, H. Multiple Intelligences After Twenty Years, 2003
Gilbert, J. E., & Swanier, A., Learning Styles: How Do They Fluctuate, 2008

Reflections on Connectivism

The network posted previously has changed my learning style in several ways. One way is in the way I teach courses at Southwest Career College. It used to be that teaching innovations were seen as novelties rather than examples of cognitive development and metacognitive learning development. With the recent coursework I have realized the importance of identifying with organizational culture and understandingh of the organization's overall vision, goals and objectives. Another way is in my understanding of the importance of implementing learning strategies that are based on proven theories of learning with metacognition being most influential in recent months.

The digital tools that best facilitate learning for me include those resources found in the internet such as lecture videos, and ebooks found in the ebrary from Walden University. A resource recently discovered is the use of Blogs and Reader subscriptions. I find these tools highly effective with accessing online information that comes to me in the form of email subscripitons and feeder/reader subscription connections. I find the videos in the required reading section very interesting and presented in a way I can understand. The old fashioned way of reading abstract information blends well with new visuals and concept simplification

I gain new knowledge by processing relevant information presented in text, videos, blogs, etc.. I test learning theories in real classroom settings and measure effectiveness empirically. Recently, my students have been using selected websites on such topics as medication information which they must find, interpret, and present to fellow students. This has opened new doors of instructor opportunities.

My personal learning network tends to challenge my gaining new knowledge depending upon who I engage with conversation and exchange of information. At work I have the opportunity to speak with medical school graduates and allied health specialists as well as practicing physicians in the community.

CONNECTIVISM

Adult Learners

Most adult learners in school settings bring certain characteristics. My observations about adult learners are that most have a mature sense of responsibility, a better sense of direction in their career paths, and are experiencing the burdens of responsible adulthood.

Five assumptions about adult learners are that the adult student has an independent self-concept, has life experiences that are a rich resource for learning, has needs that correspond with changing social roles, is problem centered and interested in immediate application of knowledge as well as being self-motivated (Conlan).
For the adult learner, Andragogy that is efficiently effective and engages the student in powerful learning experiences becomes a source for realizing the hopes for a better quality of life. A professional career is made possible and increased financial earnings can improve living standards.

Learning challenging lessons has always been a positive influence on my experience as an adult learner. Beginning with the training and on the job experiences in the U. S. Navy, as well as earning my first bachelor’s degree in health science to teaching adult learners since 1997. Formal and informal learning experiences have summed up to a great career with my present employer. This could not have been made possible without the education and professional experiences I’ve gained.

Today I am considering familiar aspects of instruction in a different dimension, on line instruction. Distance teaching makes me appreciate the term “facilitator” and I find it preferable because personal interaction is limited. Guiding the student through the necessary sources of information and asking the specific questions necessary for understanding the subject matter is very different from lecturing behind the podium.

Siemens mentions visualization and I notice that PowerPoint presentations on large screens and visual demonstrations capture and keep the attention of the adult learner for a longer period of time.

I would recommed a "student-centered" approach to distance teaching allowing for self-directed learning that encourages the student to interact with other learners, explore topics, create meaning and solve complex problems. Finally, the students would be required to share findings and conclusions learned from group and individual projects.

References:
Conlan, J., Grabowski S., & Smith K., (2010), Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology found at: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning.


Hunt, J., Strategies for Middle School and High School Faculty Development in Media
and Technology, 2005.

Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98.

Siemens, G. (2010), Theory of Connectivism. Video.