Discussion topic: Motivation (Oct 16-26)
by Jolene Loveday
Total posts: 55
Discussion threads: 5
1. Student-teacher relationships and motivation 6 posts
2. How motivated are you? 18 posts (all students contributed)
3. The Six C’s of Motivation 6 posts
4. 13 Tips from Student Engagement Techniques 17 posts
5. How do we maintain a high level of motivation? 8 posts
Teachers have to expect a high level of engagement and success and model this for their class
Autonomy: choice and control over learning are important motivators for adult learners in particular
Maintaining a high degree of motivation may not be possible, but instructors set with tone with regard to the energy in the classroom and goal-setting
Teacher-students in the PIDP tend to be self-motivated and self-directed learners, which may contribute to their success, yet they still deal with fluctuating motivation levels due to the stresses of adult life
Collaboration, in the form of conference attendance and group work for example, can be a powerful motivators for some, potentially more extroverted learners
The Six C’s of Motivation (Wang and Han, 2001) connect well to theories of self-directed learning (SDL) they are:
5. Constructing meaning
Positive student-teacher interactions can increase motivation for learners by building community and rapport
The 13 motivational techniques in Barkley’s Student Engagement Techniques are as follows. An effective educator knows which ones work to motivate different groups of students. It was suggested that #1 and #5
PIDP 3250, online Jolene Loveday
October 31, 2014
should be higher on the list for certain groups:
1. Expect engagement
2. Develop and display the qualities of engaging teachers
3. Use behaviourist-based strategies to reward learning rather than behaviour
4. Use praise and criticism effectively
5. Attend to students’ basic needs so that they can focus on the higher-level needs required for learning
6. Promote student autonomy
7. Teach things worth learning
8. Integrate goals, activities, and assessment
9. Craft engaging learning tasks
10. Incorporate competition appropriately
11. Expect students to succeed
12. Help students expect to succeed
13. Try to rebuild the confidence of discouraged and disengaged students
Jigsaws in the Classroom
Jigsaws in Higher Education
Single and Double Loop Learning
Effective Teacher-Student Interactions
Six C’s of Motivation
Visible Learning and Motivation Komarraju., Musulkin., & Bhattacharya. (2010). Role of student-faculty interactions in developing college students academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332-342. Books Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass. Brohpy, J.E. (2004). Motivating the students to Learn. Mahway, NJ: Erlbaum. Merriam & Caffarella & Baumgartner (2007). Learning in adulthood. San Francisco: Jossey-Bass. Videos
PIDP 3250, online Jolene Loveday
October 31, 2014
Bringing Education to Life with Music
Discussion topic; Motivation Oct 16 -26
by Donkrison Moore
There were a total of three discussion threads:
- Motivating the teacher: This thread has a total of 3 postings
- Ideas to motivate your Students: This thread has a total of 18 postings
- Motivation in Adult E-Learning: This thread has a total of 6 postings
“Intrinsic motivation is defined as the doing of an activity for its inherent satisfactions rather than for some separable consequence.” Versus “Extrinsic motivation occurs when the cause of behaviour arises from factors outside of the individual and the task performed.”
The four sources of intrinsic motivation that can be incorporated into instructional design. These consist of challenge, curiosity, control and fantasy.
Motivating teachers to improve instruction
The Intrinsic Motivation Instructional Design Guide for Adult E-Learning
Keller , J. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10 (3), 2-10.
Lepper, M. R. & Hodell, M. (1989). Intrinsic motivation in the classroom. In C.Ames & R. Ames (Eds.). Research on motivation in education, 3, 73-105.
Schunk, D., Meece, J., Pintrich, P. (21014). Motivation in education: Theory, research and applications. Pearson.
James A. Middleton, “A Study of Intrinsic Motivation in the Mathematics Classroom: A Personal Constructs Approach,” Journal for Research in Mathematics Education, Vol. 26, No. 3, pages 255-257.
Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: McGraw-Hill.
Hunt, J. M. V. (1965). Intrinsic motivation and its role in psychological development. In D. Levine (Ed.), Nebraska symposium on motivation (Vol. 13, pp. 189–282). Lincoln, NE: University of Nebraska Press.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333.
Cheng, Y. &. (2009). Reconsidering Motivation from an instructional design perspective. British Journal of Education Technology, 597-605.
Edward L. Deci, R. K. (2001). Extrinsic rewards and Intrinsic Motivation in Education: reconsidered once again. Review of Educational Research, 1-27.
Kelsey, J. (2001). The Negative Impact of Rewards and Ineffective.
L.Deci, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psycology, 54-67.
Randolf Watts Jr, C. C. (2004). Forstering Intrinsic Motivation in Children: a Humanistic Counseling Process. Journal of Humanistic Counseling, Education and Development, 16-24.
Rob Martens, J. G. (2004). The Impact of intrinsic motivation on e-learning in authetic computer tasks. Journal of Computer Assisted Learning, 368-376.