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

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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