Download or read book Supporting Students Motivation written by Johnmarshall Reeve and published by Taylor & Francis. This book was released on 2022-05-03 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a book about teachers’ classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating. To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to support—namely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: “How to,” overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an improved motivating style; and Part 6: Getting Started, discusses ways to begin using these skills in the classroom. Based on a successful workshop program run by the authors, teachers successfully improve their classroom motivating style. In doing so, they experience gains in their teaching skill and efficacy, job satisfaction, a renewed passion for teaching, and a more satisfying relationship with their students. This multiauthored book provides teachers with the practical, concrete, step-by-step, skill-based "how to" they need to develop a highly supportive motivating style.
Download or read book Supporting Students Motivation in College Online Courses written by Jae-eun Lee Russell and published by . This book was released on 2013 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The results of hierarchical linear modeling analyses revealed: (a) Both environmental factors, instructors' autonomy-supportive interaction and learning environments using constructivist-based pedagogy predicted students' autonomous self-regulated motivation (b) Students' autonomous self-regulated motivation predicted students' self-reported engagement, achievement, and satisfaction (c) Two personal factors, interest in the course and technology self-efficacy did not predict students' autonomous self-regulation (d) Students' autonomous self-regulated motivation did not predict any interaction behaviors. The findings from this study are largely congruent with prior theory and research in the fields of academic motivation, self-determination, and online learning, which note that environmental factors, instructors' autonomy-supportive interaction and constructivist-based pedagogy significantly affect students' autonomous self-regulation in online learning environments.
Download or read book Motivation in Online Education written by Maggie Hartnett and published by Springer. This book was released on 2016-03-08 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work explores and explicates learner motivation in online learning environments. More specifically, it uses a case-study approach to examine undergraduate students’ motivation within two formal and separate online learning contexts. In doing so, it recognizes the mutually constitutive relationship of the learner and the learning environment in relation to motivation. This is distinctive from other approaches that tend to focus on designing and creating motivating environments or, alternatively, concentrate on motivation as a stable learner characteristic. In particular, this book identifies a range of factors that can support or undermine learner motivation and discusses each in detail. By unraveling the complexity of learner motivation in such environments, it provides useful guidelines for teachers, instructional designers and academic advisors tasked with building and teaching within online educational contexts.
Download or read book Teaching Motivation for Student Engagement written by Debra K. Meyer and published by IAP. This book was released on 2021-03-01 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key “take away” practices. A shared perspective across all the chapters in this volume on teaching teachers about motivation is “walking the talk.” In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a “one-size-fits” all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness. Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.
Download or read book Motivating Students Who Don t Care written by Allen Mendler and published by Solution Tree Press. This book was released on 2009-05-01 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a comprehensive and practical guide for reconnecting with discouraged students and reawakening their excitement and enthusiasm for learning. With proven strategies from the classroom, Dr. Mendler identifies five effective processes you can use to reawaken motivation in students who aren’t prepared, don’t care, and won’t work. These processes include emphasizing effort, creating hope, respecting power, building relationships, and expressing enthusiasm.
Download or read book Motivated Learning in Introductory Online College Courses written by Alicia Bailey David and published by . This book was released on 2013 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supporting retention, student success, and online enrollments are some of the most significant and challenging topics in higher education today. Students who fail to succeed early in their studies are less likely to be retained, and students in the online environment are more likely to fail than their campus counterparts. Motivational techniques have been shown to support course retention and success, but studies of online motivational course support methods are limited. Some evidence exists that motivational messages can affect student performance in online courses, but the message format that is most effective has yet to be definitively established. A survey research design was employed and quantitative and qualitative data were collected to determine how motivational messages and message type affect student performance and retention in an introductory online community college course. The population consisted of students in three sections of an introductory online IT course. The data included student course grades, final course scores, responses to three surveys, and the researcher's reflexive journal of motivational message design decisions made throughout the course. Due to low course participation levels and low survey return rates, only the descriptive data were reported. Additional exploration of the literature to explain low participation was sought. Potential causes for low survey return rates included low course participation, survey length, the number of survey contacts, inaccurate estimates of survey completion time, and the number of surveys deployed. To explain the low course participation, best practices with regard to online course design were identified in the literature and compared to the design of the course used in this study. Qualitative survey results and a reflexive journal of the researcher's design decisions are also presented. The results suggest that students liked the motivational messages. The reaction was stronger for the personalized messages than for the general, but this was not a conclusive finding. To the contrary the findings suggest that motivational messages (regardless of type) are not by themselves effective at engaging and retaining students and should not be used as a stand-alone motivational technique.
Download or read book How People Learn II written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2018-09-27 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Download or read book Power Up written by Stacey Barrett and published by Prentice Hall. This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking for a practical, straightforward guide that focuses on helping students acclimate to the online classroom faster? Students are offered key information and suggestions for succeeding as online learners. The material covers key topics with an online spin, such as motivation, time management, and self-knowledge. It also discusses topics which are particularly relevant to online learners: the online classroom and community, the basics of working in the online classroom, communicating online, strategies for successful online learning, computer concerns, and creating the ideal personalized study environment for the online student. The book is grounded in theories around learning styles, personality profiles and current research is applied to online learning.
Download or read book Learning Strategies Motivation and Self reported Academic Outcomes of Students Enrolled in Web based Coursework written by Roberta A. Foust and published by . This book was released on 2012 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The arrival of the Internet and the web browser has led to a worldwide explosion of web-based virtual classes as a form of instructional delivery systems among institutions of higher education (Moore & Kearsley, 2005). Colleges and universities are beginning to offer classes and, in some instances, complete programs using the Internet. However, research on student motivation and outcomes is mixed. The purpose of this study was to examine the relationship between student self-regulation, self-efficacy, motivation toward web-based coursework, self-reported course outcomes, and reasons for enrolling in web-based courses on student retention in web-based courses. A web-based survey was developed by the researcher along with The Motivation Strategies for Learning Questionnaire (MSLQ), developed by Pintrich, Smith, Garcia, and McKeachie (1991). A total of 21 community college students from a possible sample of 189 submitted their completed surveys for a response rate of 11.6%. The findings of the study indicated that student motivation was not statistically significantly correlated with self-reported grade point average. Reasons for taking online courses were not related to self-reported grade point average. Students who had completed fewer credit hours thought that online courses could enhance their skills for the future and would be easier than traditional classes. A positive correlation was found between the number of credit hours a student was taking in the present semester was associated with students who indicated that the online course format was the only one available. The study was limited to one community college located in a county with a depressed economy. The small number of students who participated in the study may have limited the generalizability to all students enrolled in online courses at this college, in particular, and to students in online classes in other community colleges. Using this exploratory study, further research is needed with a larger, more heterogeneous sample of community college students enrolled in online courses.
Download or read book The Secrets of College Success written by Lynn F. Jacobs and published by John Wiley & Sons. This book was released on 2010-06-11 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: If you’re currently a college student, or plan on being one, you need to check out this book. Written by award-winning professors Lynn Jacobs and Jeremy Hyman, it’s loaded with insider information that only professors know--but few are willing to reveal. The over 600 tips in this book will show you: How to pick good courses and avoid bad professors How to develop “college-level” skills and habits that’ll put you ahead of the pack How to get through the freshman comp, math, language, and lab science requirements--in one try How to figure out what’s going to be on the tests, and what professors are looking for in papers and presentations How to pick a major you’ll really like--and be good at How to get the edge for graduate school--or the inside track to a really good job And much more. The tips are quick and easy-to-use, and the advice is friendly and supportive. It’s as if you had your own personal professor guiding you on the path to college success.
Download or read book Step Into Student Goal Setting written by Chase Nordengren and published by Corwin Press. This book was released on 2021-12-15 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource provides an action plan for understanding what a student knows and how to build from it. It shows teachers how to integrate formative assessment, student metacognition, and motivational strategies to make goal setting an integral instructional strategy. It weaves research and case studies with practical strategies to demonstrate how goal setting, with clear learning intentions and scaffolded teacher support, can lead to high learning growth and student agency.
Download or read book Motivating Students to Learn written by Kathryn R. Wentzel and published by Routledge. This book was released on 2014-02-18 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written specifically for teachers, Motivating Students to Learn offers a wealth of research-based principles on the subject of student motivation for use by classroom teachers. Now in its fourth edition, this book discusses specific classroom strategies by tying these principles to the realities of contemporary schools, curriculum goals, and classroom dynamics. The authors lay out effective extrinsic and intrinsic strategies to guide teachers in their day-to-day practice, provide guidelines for adapting to group and individual differences, and discuss ways to reach students who have become discouraged or disaffected learners. This edition features new material on the roles that classroom goal setting, developing students’ interest, and teacher-student and peer relationships play in student motivation. It has been reorganized to address six key questions that combine to explain why students may or may not be motivated to learn. By focusing more closely on the teacher as the motivator, this text presents a wide range of motivational methods to help students see value in the curriculum and lessons taught in the classroom.
Download or read book Learning Online written by Barbara Means and published by Routledge. This book was released on 2014-04-03 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
Download or read book The Relationship Between Online Learning and Student Motivation and Engagement written by Sarah Mieczkowski and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The switch to online learning during the 2020 Coronavirus pandemic impacted the educational world in many ways. University students were moved from traditional in person classroom settings to an online format. This change may have been accompanied by stress, anxiety, and social isolation. Research suggests that a student's learning environment can either generate success by contributing to motivational strategies through quality of educational support or a learning environment can generate boredom, stress, and confusion. In addition, research demonstrates that personality plays a factor in many outcomes such as education and mental health. There is a lack of research on connecting different students' personality traits with their perception of their motivation and engagement in their online courses.
Download or read book Motivation and Learning Strategies for College Success written by Myron H. Dembo and published by Routledge. This book was released on 2004-03-05 with total page 419 pages. Available in PDF, EPUB and Kindle. Book excerpt: A motivation and learning strategies textbook that bridges research and practice! Motivation and Learning Strategies for College Success, Second Edition teaches college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer "recipes" for success or lists of "quick tips." Rather, the focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and performance) makes it easy for students to understand what they need to do to become more successful in the classroom. The text combines an overview of theory and research, to help learners understand what factors determine or influence successful learning and why they are asked to use different study and learning strategies in the text, with field-tested exercises, follow-up activities, and appendices that assist students in observing and changing their own behavior. A separate Instructor's Manual provides helpful information for teaching the material; includes additional exercises and experiences for students; provides both objective and essay test questions; and includes information on how students can maintain a portfolio to demonstrate their acquisition of learning and study skills and guidelines for helping students complete a self-management study of their own behavior.
Download or read book International Perspectives on Supporting and Engaging Online Learners written by Jaimie Hoffman and published by Emerald Group Publishing. This book was released on 2021-09-16 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The COVID-19 pandemic has accelerated growth in online education across the world, forcing many to learn remotely. Presenting case studies from authors around the globe, this volume provides College and university personnel with research, theoretical foundations, and best practice to support and engage online learners.
Download or read book Course Design and Student Learning Outcomes in Asynchronous Online Courses written by Yi Shi (Ph. D. in curriculum and instruction) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study is to reveal instructors’ design strategies regarding dialogue and structure in asynchronous online courses, uncover how those designs were received by students, and the predictive effects of course design and student motivation on student learning. A sample of 287 college students and two online course instructors participated in the study. The findings showed that course formality and flexibility indirectly predicted student perceived learning outcomes through the roles of subject specific task values, subject specific emotional cost, online learning self-efficacy, and online learning task values. Dialogue with instructors and classmates did not significantly predict student perceived learning outcomes. Results of student and instructor interviews supported the quantitative results and revealed that formality and flexibility of asynchronous online courses were highly appreciated by students, whereas the dialogic practices instructors used received mixed feedback. These findings suggest that course design is critical in asynchronous online learning, and it has positive impact on students’ motivation, emotional well-being, and student learning outcomes. Practical implications for designing asynchronous online courses are discussed in the paper
