A Heroic Approach to Destroying Dissatisfaction in Online Learning

1. A Heroic Approach to Destroying Dissatisfaction in Online Learning

2. Questions to Consider… What motivates you? What gets you moving when you are tired, overwhelmed, or underwhelmed? And finally… Where’d all the good students go?

3. You’re a Superhero—all prepped & pumped… Week One is exciting Week Two is interesting Week Three is … …And So WereYour Students

4. Who Invited the Villains? The Evil Anti-Enthusiasmand his wicked sidekicks Lack-of-Participation and Completely Confused How did this happen? And, more importantly, how do we get that initial burst of motivation back?

5. Motivation mo·ti·va·tion/ˌmōtəˈvāSHən/

6. Personal Motivation & Retention PLAN Before you get to: Where did they go? Should I contact them? What should I say? How do I know if they are enjoying the course? Do they think I’m doing a good job? PLAN ahead and start with: People: Who are they? Legacy: What do I want my ‘class legacy’ to be this term/semester? Acquire: What can I learn to better teach them? Noteworthy: What simple things can I do to make class satisfying and memorable for them AND for me?

7. Step One: People

8. Student-Centered “centers” around STUDENT Identify the hero within and then follow a motivation plan: State the positive Restate the obvious Work the communication tools Rework the negative Create a Student-Centered Student: Self-regulating activities: Planning, Assessing, Reflecting Strengthen self-efficacy: Feedback, Model, Successful Experience

9. Step Two: Legacy Be legendary.

10. It Doesn’t Always Take Great Effort to be GREAT Genuine Reverent Energetic Artful Thoughtful

11. Step Three: Move into Action and Acquire More… Learn more about your subject, about the technology, about your department, your college, your community… Challenge yourself to LEARN your own class content from the ground up- just like your students.

12. Step Four: Take Notes and Make the Class Noteworthy Idea Session

13. From Human to Superhero and Back Again

14. Review: Personal Motivation & Retention PLAN Before you get to: Where did they go? Should I contact them? What should I say? How do I know if they are enjoying the course? Do they think I’m doing a good job? PLAN ahead and start with: People: Who are they? Legacy: What do I want my ‘class legacy’ to be this term/semester? Acquire: What can I learn to better teach them? Noteworthy: What simple things can I do to make class satisfying and memorable for them AND for me?

15. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Chyung, S. Y., & Vachon, M. (2005). An investigation of the profiles of satisfying and dissatisfying factors e-learning. Performance Improvement Quarterly, 18(2), 9- 113. Cunningham, J. (2010). Self-Direction: A Critical Tool in Distance Learning. Common Ground Journal 7(2): 89-100. Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127-148. Eom, S. B., Ashill, N., & Wen, H. J. (2006). The Determinants of Students' Perceived Learning Outcome and Satisfaction in University Online Education: An Empirical Investigation. Decision Sciences: Journal of Innovative Education, 4(2), 215-236. Fink, L.D. (2003). Creating significant learning experiences: integrated approach to designing college courses. San Francisco: Jossey-Bass. Graham, M., & Scarborough, H. (2001). Enhancing the Learning Environment for Distance Education Students. Distance Education, 22(2), 232-244. Hoskins, S. L., & van Hooff, J. C. (2005). Motivation and ability: Which students use online learning and what influence does it have on their achievement? British Journal of Educational Technology, 36(2), 177–192. Resources

16. Lewis, J. (2004). The independent learning contract system: Motivating students enrolled in college reading courses. Reading Improvement, 41(3), 188-194. Moran, J. J. (2005). A model for promoting self-regulated learning. New Horizon in Adult Education, 19(1), 15-26. Northrup, P. T. (2002). Online Learners' Preferences for Interaction. The Quarterly Review of Distance Education, 3(2), 219-226. Roper, A. R. (2007).How Students Develop Online Learning Skills: Successful online students share their secrets for getting the most from online classes, focusing on time management, active participation, and practice. Educause Quarterly, 30 (1), 62-65. Shroff, R. H., Vogel, D., Coombes, J., & Lee, F. (2007). Student E-Learning Intrinsic Motivation: A Qualitative Analysis. Communications of the ACM, 19(12), 241-260. Swan, K. (2001). Virtual Interaction: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses. Distance Education, 22(2), 306-331. Wang, S. (2001). Motivation: General overview of theories. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 04 March 2012, from http://projects.coe.uga.edu/epltt/

17. A Heroic Approach to Destroying Dissatisfaction in Online LearningShay Rahm-Barnett 2012