“One top priority when designing online training courses is to motivate and inspire employees, but what type of motivation are we really trying to tap into? Not all sources of motivation are created equal. While intrinsic motivation centers on internal factors, extrinsic is all about external rewards. According to Brown (2007), "Extrinsic motivation refers to our tendency to perform activities for known external rewards, whether they be tangible (e.g., money), or psychological (e.g., praise) in nature". Noël Coward, the well known for his talent, style, and wit English composer, once famously said: “If you must have motivation, think of your paycheck on Friday”. There couldn’t be a better way to describe extrinsic motivation.Opposite to intrinsic motivation which comes from within, extrinsic motivation comes from outside; it is basically the desire to reach a goal that is separate from the activity itself. Extrinsic motivation pushes us to perform a task which we may not particularly like or be interested in, but we stick with it because we know that there will be a reward at the end. The mechanism of extrinsic motivation may sound shallow, and perhaps not as noble as intrinsic motivation, but when you get rewards like money or success out of the picture, it actually makes perfect sense: we clean our desks because we enjoy working on a clean desk, not because we like cleaning. But money and success aren’t impractical motivators either; at the end of the day, payroll, promotion and professional recognition are the immediate or delayed payoffs that motivate employees to try harder, perform better and be more productive. Indeed, extrinsic motivation can be a very powerful force; sometimes, even the most difficult goals become feasible, only because there is something to look forward to at the end. This article explores what every eLearning professional should know about extrinsic motivation in online training deliverables.”
Via Edumorfosis, juandoming
Retomando el post de Hassan Wilson, lo que este profesor resuelve en la fusión de dos modelos como serían el masters learning and el Explora-Flip-Aplica, y al que llama Mastery Learning Cycles, resuelve que cada ciclo de aprendizaje tendría las...
Background Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation.
Tabla de contenidos Editorial Publicar (casi exclusivamente) en revistas de impacto Lorenzo García Aretio Monográfico La filosofía educativa de los MOOC y la educación universitaria Esteban Vázquez-Cano, Eloy López Meneses Visiones educativas sobre...
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