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4. Motivation is critical even on the web!
by Sandra Dowie
...for the learner, motivation is an initial determining factor that
colors all that follows in a learning event. Motivation should
be considered throughout the design and development process, not
just as an embellishment.
Why are some Web-based courses more successful?
Planning to enhance motivation
Questions to ask
Establishing positive learner attitudes
Meeting the needs of learners
Providing a stimulating atmosphere for learning
Creating a positive emotional climate
Affirming learners’ competence
Providing reinforcement
References
You would think
that students would be eager to be involved in courses using new technology.
Surprisingly, this is not always the case. Too often, instructors have found
that students do not always use course Web sites or are reluctant to participate
in conferences.
As instructors explore innovative ways of incorporating technology in their
teaching, it is critical that what is known about motivation in education
is not forgotten in the discussion about technological details such as download
times and platform capabilities. These pages will outline fundamental motivational
strategies and demonstrate how they may be applied to Web-based instruction.
Motivation may be defined as an internal state that leads someone to act
in a particular way. Motivation is a means to achieve learning and should
never be regarded as an end in itself. Without doubt, a person’s motivation
ultimately is his or her own responsibility. However, there is much that
an instructor can do to enhance the likelihood that students will engage
enthusiastically in their courses. If anything can be taught, it can be
taught in a motivating manner and there are endless ways you may do this.
The suggestions here are meant to stimulate your thinking toward finding
techniques that suit both your subject area and your personal teaching style.
Most instructors
facilitate learner engagement in the course through intuition and spontaneous
decision-making. However, if students’ engagement in the course flags,
instructors have no explicit approach for resolving the situation. As a
result, an instructor often feels helpless and may condemn the learners
for being apathetic.
The structure for the motivation strategies presented here is based on Raymond
Wlodkowski’s Time Continuum Model of Motivation (1993). This
prescriptive model divides motivation planning according to phases in the
instruction for adults. The premise is that there are particular strategies
that will have the greatest impact on facilitating the motivation of students.
The Beginning of the learning process occurs when the learner starts
a particular learning activity. According to Wlodkowski’s model, there
are two major factors affecting learners’ motivation which may be used
as categories for strategies that can be implemented with maximum impact
during the beginning phase. These are enhancing learners’ positive
attitude towards the content and recognizing the learners’ needs.
During the learning process the learner is immersed in achieving
the core learning outcomes. The factors instructors should focus their attention
on during this phase are stimulation and emotional affect.
The Ending phase is an opportune time for developing the learner’s
sense of competence and providing reinforcement.
Wlodkowski suggests
that when planning course activities and motivational strategies, instructors
should ask themselves the following six basic questions:
1. What can be done to facilitate positive learner attitudes for
this learning sequence?
2. How can the needs of the learners be met through this learning
sequence?
3. What will provide stimulation to learners during this learning
sequence?
4. How can I facilitate a positive affective experience and emotional
climate for learners in this learning sequence?
5. What strategies can be used to increase or affirm the learners’
feelings of competence during this learning sequence?
6. What reinforcement can be provided during and at the conclusion
of this learning sequence?
Select any one
of the above questions to display related motivational strategies and suggested
applications to Web-based instruction.
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