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Support, progress, and motivation
- 1. SUPPORT, PROGRESS, AND MOTIVATION BRANDI MOORE INSTRUCTOR SUNDDIP AGUILAR-EDU601 ASHFORD UNIVERSITY 2/26/18
- 2. Student Responsibilities Alexandra, (2018). The eleventh-hour time to rethink. Licensed under Creative Commons Zero on Pixabay.com Altmann, G. (2018). Motivation. Licensed under Creative Commons Zero on Pixabay.com
- 3. Teacher Responsibilities Timely Feedback Professionalism Communication Experience
- 4. Technical Skills Groupwork/collaboration Communication Presentation
- 5. Organizational Skills Akyurt, E. (2017). Notebook. Licensed under Creative Commons Zero on Pixabay.com] Linforth, P. (2017). Time management. Licensed under Creative Commons Zero on Pixabay.com
- 7. Resources and Tools Technical DigitalLearn.org Google Drive Navigating CourseSites
- 8. Resources and Tools Part 2 Purdue OWL (Online Writing Lab) Grammarly Khan academy
- 9. Resources and Tools Part 3 How To Study Effective Habits for Effective Study What Makes a Successful Online Learner? Study Planning
- 10. STRATEGIES
- 11. References Akyurt, E. (2017). Notebook. [Digital Image]. Retrieved from https://pixabay.com/en/notebook-pen- the-work-course-work-2637757/ Alexandra. (2018). The eleventh-hour time to rethink [Digital image]. Retrieved from https://pixabay.com/en/the-eleventh-hour-time-to-rethink-3101625/ Altmann, G. (2018). Motivation. [Digital Image]. Retrieved from https://pixabay.com/en/motivation- positive-can-winner-3131641/ Barrett, Poe, Spagnola-Doyle. (2012). Power up: A practical student's guide to online learning, 2nd Edition. Prentice Hall. Beaudoin, P. (2014). Motivate and engage online learners all semester long. Retrieved from https://campustechnology.com/Articles/2014/07/30/Motivate-and-Engage-Online-Learners-All- Semester-Long.aspx?Page=1 Burgess, K. (2018). 9 technology tips to support study skills. Retrieved from http://www.ldonline.org/article/65104/ Ely, S. (2011). Five expectations students should have of an online instructor. Retrieved from https://elearnmag.acm.org/featured.cfm?aid=2048939. Evernote. (2018). Retrieved from https://evernote.com/
- 12. References continued Linforth, P. (2017). Time management. [Digital Image]. Retrieved from https://pixabay.com/en/time- management-business-deadline-2738525/ Lowe, S. (2005). Responding to learner needs in distance education: providing academic and relational support (PARS). Retrieved from http://learnerassociates.net/learners/chap08.pdf Morrison, D. (2014). Resources to help students be successful online in three areas: technical, academic & study planning. Retrieved from https://onlinelearninginsights.wordpress.com/2014/04/09/resources-to-help-students- be-successful-online-in-three-areas-technical-academic-study-planning-skills/ Park, J., & Hee Jun, C. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217. Pod T. (2013, February 20). Understanding connected mind. Retrieved from https://www.youtube.com/watch?v=Aex_OHfxfrQ&t=32s Sandra The Mom Boss. (2016, May 14). How to use evernote for beginners: the basics [Video File]. Retrieved from https://www.youtube.com/watch?v=nJRZ-mZMFqg&t=10s Techniques for Managing Priorities (n.d.). Instructor techniques for managing priorities in online learning. Lesson Presentation 3. Techniques for Organization Presentation. (n.d.). Time management in online learning. Lesson Presentation 8 Watkins, R., Corry, M., Dardick, W., & Stella, J. (2015). Note-taking habits of online students. Quarterly Review of Distance Education, 16(3), 1-12.
Editor's Notes
- As an instructor, it is my job to ensure student motivation and, therefore, success by offering personal and educational support. Internal and external factors can affect whether adult learners succeed in online learning or drop out. Student success in an online environment is dependent upon several factors: teacher and student responsibilities, technical and organizational skills, use of resources and tools, and techniques and strategies instructors use to promote student motivation.
- Teachers and students both have responsibilities in an online learning environment. Student responsibilities in online learning include time commitment, self-motivation, and open-mindedness. When starting an online class, students must keep an open mind because it may be very different than any traditional class they have attended. For example, the style of instruction, as well as the teaching medium may be different than they are used to and it may take time to acclimate. Additionally, unlike in a traditional classroom, an online environment does not follow a strict schedule, therefore students must be able to self-regulate and be proficient in time-management to succeed in an online environment. Also important is the student’s ability to be self-motivated (Barrett, Poe, Spagnola-Doyle, 2012). Without motivation, students cannot succeed in online learning. Studies have shown that students are more motivated when they have support from instructors, advisors, and friends and family (Park, & Hee Jun, 2009).
- Instructors, however, have responsibilities towards students that motivate and encourage student learning in an online environment. To achieve this, instructors should communicate and provide feedback in a timely manner, show professionalism, and have the experience to create and instruct engaging courses. It is necessary for instructors to communicate and provide feedback quickly to ensure that assignments can be completed on time and that the student remains clear on what is expected of them. Professionalism is essential in education, but especially important in online education because communication is often done via email or written feedback. Lack of face-to-face conversation makes room for misunderstanding. Therefore, instructors should conduct themselves in a professional manner and communicate without judgment or rudeness. This is also important because judgmental or rude responses can frustrate students and interrupt forward progress (Techniques for Managing Priorities, n.d.). Finally, instructors are responsible for proving they are effective teachers by creating engaging courses. When instructors do not have the experience to create engaging content, students can become unmotivated which can cause the student to give up (Ely, 2011). However, students can succeed when content is engaging and instructors provide students with technology, skills, tools and resources, and strategies necessary to overcome potential setbacks.
- Technical skills are important in an online learning environment because assignments and group work are completed and turned in online. There are a few types of technologies that students need to become familiar with besides the course learning management system (LMS), these include groupwork and collaboration, communication, and presentation technologies. Often, instructors may require students to work in groups or collaborate on assignments. Students might be asked to use Google Docs or Wikis to complete these assignments. These technologies are beneficial in online learning because they allow students to complete and edit assignments online by sharing a link. Communication between students is necessary when collaborating on a project or when attending an online lecture. Online group communication technologies, such as Skype or Google Hangouts can allow students and the instructor to communicate via VOIP or video call. This gives everyone the benefit of being in a synchronous environment without meeting face-to-face. Presentation technologies, such as Prezi, Google Slides, and PowerPoint are often used in online educational environments. Students will use one or more of these throughout their educational career. Each of these presentation tools is similar, except Prezi is more graphics oriented and more engaging than Google Slides or PowerPoint (Barrett, Poe, Spagnola-Doyle, 2012).
- Organizational skills are also necessary for student success in online learning. Time management and note-taking skills are skills necessary to succeed in an online environment. Students must be self-motivated and have the ability to manage their time to ensure that assignments are turned in on time. This is important in an online environment because students do not have a set time to go to class; it is up to them to attend class to meet certain attendance requirements and complete assignments on time. Learning time management skills will allow the online learner to finish assignments on time and have time for family and work. Students who are new to online learning may need to learn or improve their time management skills. Teachers can implement techniques that support student success and improve student time management, such as giving out the schedule early, using the LMS calendar feature, and encouraging students to check assignment due dates regularly (Techniques for Organization Presentation, n.d.). Note-taking skills are important in any learning environment, and they also aid in organization and time-management. Note- taking tools, techniques, and training not only help students retain and recall information, but also improve their academic outcomes (Watkins, Corry, Dardick, & Stella, 2015). Many tools are available who would like to improve their organization techniques.
- Evernote and Connected Mind are two tools that can aid in student organizational success. Evernote supports organizational skills in that students can “clip” and save online articles and organize them for use later (Burgess, 2018). This tool also allows the user to set reminders and integrate across all devices for easy access (Evernote, 2018). Connected Mind is an electronic mind mapping platform that allows users to organize thoughts and ideas (Burgess, 2018). I have included videos that introduce these two tools to new users.
- New online learners may not have the skills necessary for student success in online learning (Morrison, 2014). “Students need a wide range of skills to learn successfully in online settings; they need to be tech savvy, know how to collaborate with peers, conduct online research, navigate proficiently within the learning management platform, manage their time effectively and engage in the learning process by interacting with content, peers and completing course work via the learning platform,” (Morrison, 2014 pp 2). Students who lack essential skills for online learning may become unmotivated and drop out. I have included resources and tools that will help students become successful. Resources for technical skills that may help new learners with basic web skills are DigitalLearn.org Google Drive help and Learn videos for navigating the LMS CourseSites. Digital Learn offers tutorials on the basics of navigating the web, such as email, web search, Windows and Mac operating system basics, and how to navigate websites. Google Drive help offers video tutorials and instructions on how to share and store documents, as well as using Google Drive for collaboration (Morrison, 2014).
- Academic tools and resources that may benefit new learners include Purdue OWL (Online Writing Lab), Grammarly, and Khan Academy. Purdue OWL is a resource that helps students with grammar, developing thesis statements, report writing, and formatting citations (Morrison, 2014). Grammarly is a tool that allows the user to copy and paste or upload documents. The app checks for grammar and spelling errors and highlights errors for the user to correct. Khan Academy is a website that helps students develop skills in algebra, trig, calculus, statistics, chemistry, biology, history, and language arts. Lessons range from elementary to college level and features videos, practice exercises, and support forums (Morrison, 2014).
- Being a successful learner is dependent upon study skills and habits. Learners may not be as successful as they could be if they practice poor study habits. I have included resources on what makes a successful learner and study guides and strategies (Morrison, 2014).
- I want each of my students to be successful and feel comfortable in an online learning environment. To ensure, or improve the odds of their success, I will use some techniques and strategies to keep students moving ahead and on track in this course. For example, informing students of course expectations prior to the beginning of the course will help students understand what is expected of them and what they can expect from me throughout the course (Beaudoin, 2014). Another technique I will implement is offering constructive and supportive feedback (Beaudoin, 2014). Constructive criticism and support will keep students motivated. Motivational support is important for online learners, especially if they have no support at home (Park, & Hee Jun, 2009). As new students become more secure and confident in their online learning environment and become more self-directed, they will be more likely to be persistent learners (Lowe, 2005). Finally, I will set office hours and provide my phone number and email address so my students can contact me with any questions or concerns. When they feel I am available and open to communication, students will feel supported, motivated, and engaged. My goal when creating this course is to engage students, and provide them with resources and tools necessary for success.