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Use these simple strategies to effectively maneuver technology towards increasing student motivation and engagement, whether virtually or in person Via EDTECH@UTRGV 
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Recent scholarly discussions about massive open online courses (MOOCs) highlight pedagogical and practical issues that separate MOOCs from other learning settings, especially how theories of learning translate to MOOC students’ motivation, participation, and performance. What is missing from these discussions is the purpose of the MOOC. We report a comparative study of two MOOCs that differ in educational purpose, but are similar in design. Our sample consisted of 983 students in a professional development MOOC, and 648 students in a MOOC focused on general interest. We first report differences between the two MOOCs, in terms of student demographics, achievement motivation, and participation. For each MOOC, we ran a two-stage regression analysis to determine the extent to which motivation variables (stage 1) and participation variables (stage 2) predicted performance. Patterns in demographic background and motivation differed in ways that were consistent with the MOOCs' purposes. Motivation and participation predicted performance, but this relationship differed between the two MOOCs and reflected the patterns of participation. Professional development motivation contributed to final grade in the professional development MOOC, but not the general interest MOOC. The findings have implications for how MOOC designers think about their target audience, and for students who aim for high final grades.
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Veteran researchers present five strategies—like maintaining success files and allowing choice—to help struggling students develop a positive attitude needed for success.
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For teachers, learning how to motivate students to actually want to actively participate in classroom discussions and activities can be a struggle. However, there are plenty of strategies that are found to be effective when learning how to motivate students. Here are five of them.
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Some interesting findings.Millions of people sign up for free online higher education courses offered by top-tier institutions, but only a small percentage of registrants earn a completion certificate. A new large-scale Vanderbilt study took an in-depth look at what factors contribute to student persistence and engagement in Massive Open Online Courses (MOOCs). Via Nik Peachey
Elizabeth E Charles's insight:
Some interesting findings.
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How do you motivate students who don't care about grades? You take a turn with badges in education and see how different results can come about.
rodrick rajive lal's curator insight,
February 23, 2015 2:45 AM
Students have a particular liking for badges which they can flaunt to others. A badge is like a special privilege that all can see. I earned my badge after completing a MOOC session, although whether I will wear this badge is doubtful, but then for students at least it is about making the reward more attractive than just a certificate which will be put away in a folder or portfolio once it has been earned!
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Helping Students Self-Motivate, Self- Regulate and Engage in a Digital Age ! Angela M. Housand, Ph. D. University of North Carolina Wilmington Confratute - Uni…
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The expansion of the Internet has opened up opportunities for knowledge acquisition. But has the Internet decreased motivation with some students and affected mental health in some cases? A new study suggests so.
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We already do give students some choices. We let them choose paper topics, decide what to do for group projects, select subjects for artwork—and we’ve seen them struggle to make those choices. Most students don’t see selecting content as an opportunity to explore an area of interest, but rather an added burden of now trying to figure out what the teacher wants.
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If you teach in higher ed, you have probably experienced it.
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Today’s best and brightest students can only be described as such because they believe in their own abilities; if they didn’t, they’d have fallen behind their peers long ago. In the same breath, struggling students rarely have as much confidence as their higher-achieving peers, which results in a vicious cycle of self-limitation. As educators, we... Read More
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After a long hiatus, the RSA (The Royal Society for the Encouragement of Arts, Manufactures and Commerce) has returned with another one of the whiteboard animated-lectures they pioneered five years ago.
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A Framework For Student Motivation In A Blended Classroom
Stephane Gaskin PhD, PPCC's curator insight,
February 1, 2014 5:37 PM
Awesome! This is exactly in line with what I try to instill in my students and clients alike. http://www.coachingsgaskin.com/intrinsic-motivation-or-extrinsic-motivation-what-keeps-you-going/ |
