Group 3 Synchronous Mini Lesson
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Transcript of Group 3 Synchronous Mini Lesson
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Motivation for Adult Online e-Learners
Group 3 - Ande, Laura, Marcia, Kelly, Ashley
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Introduction - What is Motivation? (Kelly)
Insert Wordle/Word Cloud image and discuss with group - connect with BIG
QUESTION from ASYNCH lesson (slide)
Insert Marcia’s info for introduction (definition of motivation and factors that
affect motivation)(slide)
Shocking fact about online learners and motivation/completion on online
programs (slide)
Segue into obstacles online learners face and how to combat those issues
(slide)
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Motivation Basic Definition
Motivation – an internal state that arouses us to action, pushes us in particular directions,
and keeps us engaged in certain activities.
-Motivation often determines whether and to what extent we actually learn, especially if
the behaviors and cognitive processes necessary for learning are voluntary and under our
control (Human Learning, J. E. Ormrod, 2012).
-Once we have learned how to do something, motivation is largely responsible for whether
we continue to do it.
-Although learners bring certain motives with them to the classroom, motivation is partly
a function of the learning environment – a phenomenon known as situated motivation
(Paris & Turner, 1994; Rueda & Moll, 1994; J. C. Turner & Patrick, 2008).
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Factors for Motivation
Many factors influence students’ motivation:
-the nature of instructional materials (e.g., whether they’re interesting, challenging, and relevant to students’
lives)
-the extent to which students must compete or cooperate with one another
-the ways in which students are evaluated, etc.
Motivation is the result of numerous factors, some of which
are in learners’ control, but many more of which are the
result of learners’ past and present environmental
circumstances.
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Less than 7%Average Completion Rate for MOOCs
Inside Higher Ed Article
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Obstacles for Adult Online Learners
- Aside from the obvious, what are some obstacles you’ve faced just while
completing this course?
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Incentive Theory
To “incent” is to encourage behavior.
What is it that incents us to act in certain ways?
Reward?
Punishment?
Something
else?
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Extrinsic Motivation
Perform a behavior or engage in an activity to earn a reward or avoid punishment
Examples of behaviors that are the result of extrinsic motivation include:
Studying because you want to get a
good grade on a test
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Extrinsic Motivation
Perform a behavior or engage in an activity to earn a reward or avoid punishment
Examples of behaviors that are the result of extrinsic motivation include:
Pulling the lever on a slot machine to
win money
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Extrinsic Motivation
Perform a behavior or engage in an activity to earn a reward or avoid punishment
Examples of behaviors that are the result of extrinsic motivation include:
Running like the wind to avoid being
eaten by zombies
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Intrinsic Motivation
Behavior is personally rewarding -- performing an activity for its own sake rather
than the desire for some external reward.
Playing a sport because it’s fun
Examples of actions that are the result of
intrinsic motivation include:
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Intrinsic Motivation
Behavior is personally rewarding -- performing an activity for its own sake rather
than the desire for some external reward.
Solving a crossword puzzle because
you like to challenge yourself to
complete it
Examples of actions that are the result of
intrinsic motivation include:
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Intrinsic Motivation
Behavior is personally rewarding -- performing an activity for its own sake rather
than the desire for some external reward.
Killing zombies just for the sheer
pleasure of it
Examples of actions that are the result of
intrinsic motivation include:
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Better?
More meaningful, longer lasting = intrinsic
ID & teachers try to develop learning environments that are intrinsically rewarding
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Better?
More meaningful, longer lasting = intrinsic
ID & teachers try to develop learning environments that are intrinsically rewarding
Although many psychologists argue that intrinsic doesn’t exist
Because there is still reward in these activities
(Ande’s clin psych prof, Steven Reiss @ Ohio State
was one of the leaders of this line of thought) ----->
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Striving Toward
Intrinsic Motivation
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Let’s get AMP-ed! (Laura presenting after Ande)
Review AMP from the asynchronous lesson
Break away or screen share:https://www.youtube.com/watch?time_continue=3&v=07tbb2cDM84
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AMP it up! (Laura)We are providing instructional design services for an online ESL course provider. How do we AMP this course?!
Sample Student Learning Outcomes of an ESL Beginning Conversation
Upon successful completion of this course, students will be able to:
DISCUSSION – State opinions and recount basic information to group members.
VOCABULARY – Define 100 topic-related vocabulary words and recall 10 proverbs at the beginning
conversation level
FLUENCY – Summarize short readings in writing and tell short stories orally.
ACCURACY – Recall some personal high-frequency information and state some questions and agreement
expressions using correct grammar and identify
some grammatical errors in less frequently used conversational statements.
CULTURE – Identify some cultural differences in conversation.
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AMP the Online ESL Course (Laura)
Promote
Autonomy
Encourage
Mastery
Foster
Purpose
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Motivational StrategiesAgenda
• Definition of Strategy
• Feedback on Survey(s) You Took
• Approaches to Learning
• Motivational Strategies of Self-Efficacy
• Motivational Strategies of Self-Regulation
• Have some fun interacting!
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Motivational Strategies
Motivational StrategiesA deliberate action or process used by an instructor to
enhance adult motivation to learn” (Galbraith, 2004)
Simple Definition of strategy: 1. A careful plan or method for achieving a particular goal usually over a
long period of time. 2. The skill of making or carrying out plans to achieve a goal.
Merriam-Webster
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Motivational Strategies – Surveys
Self-Motivation Assessment Tool Motivational Behavior Report(seemypersonality.com)
List one word that describes the results of the survey you took?
Behavior ApproachBehavioral Inhibition
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Motivational Strategy
The approaches to learning are made up of two
defining components or elements:
1. Motivations that reveal the intentions that move students to learn.
2. Certain strategies that are coherent with these intentions.
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Motivation - Self
Understanding The Approaches to Learning
In contrast to the psychodynamic approaches of Freud and the neo-Freudians, which relate personality to inner (and hidden) processes,
Bandura (1990) proposed the concept of reciprocal determinism, in which cognitive processes, behavior, and context all interact, each factor influencing and being influenced by the others simultaneously. Cognitive processes refer to all characteristics previously learned, including beliefs, expectations, and personality characteristics. Behavior refers to anything that we do that may be rewarded or punished. Finally, the context in which the behavior occurs refers to the environment or situation, which includes rewarding/punishing stimuli.
The learning approaches focus only on observable behavior. This illustrates one significant advantage of the learning approaches over psychodynamics: Because learning approaches involve observable, measurable phenomena, they can be scientifically tested.
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Motivational Strategies – Self-Efficacy
So….what does self-efficacy have to do with motivational strategies?
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Motivational Strategy – Self Efficacy
Self-Efficacy Strategies for Increasing Motivation in Adult Learners
Learners are more likely to engage in certain behaviors when they believe they’re capable of executing the behaviors successfully (Bandura, 1982, 1989, 2006; Schunk & Pajares, 2004).
• Addresses the question, “How well can I do such-and-such?”
• People’s feelings of self-efficacy affect several aspects of their behavior, including their choices of activities, their goals, their effort and persistence, and ultimately their learning and achievement (Bandura, 1997, 2000; Pajares, 2009; Schunk & Pajares, 2005; Zimmerman, 1998).
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Motivational Strategy – Self-Efficacy
Your level of confidence in your own abilities is known as ________.
A. self-efficacyB. self-conceptC. self-controlD. self-esteem
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Motivational Strategy – Self-Efficacy
Compare the personalities of someone who has high self-efficacy to someone who has low self-efficacy.
Critical thinking question…
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Motivational Strategy – Self-Efficacy
People who have high self-efficacy believe that their efforts matter. They perceive their goals as being within reach; have a positive view of challenges, seeing them as tasks to be mastered; develop a deep interest in and strong commitment to the activities in which they are involved; and quickly recover from setbacks. Conversely, people with low self-efficacy believe their efforts have little or no effect, and that outcomes are beyond their control. They avoid challenging tasks because they doubt their abilities to be successful; tend to focus on failure and negative outcomes; and lose confidence in their abilities if they experience setbacks.
Read…
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Temporal motivation theoryAccording to temporal motivation theory, the motivation to complete a task increases as a deadline approaches.
Motivational Strategies
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Motivation over timeThis graph illustrates how a student's motivation tends to change over time: early in the semester he may be more motivated to socialize with friends; later in the semester, school work takes precedence.
Motivational Strategy – Self Efficacy
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“We’ve just addressed self-efficacy...now let’s move to self-regulation.”
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Motivational Strategy – Self-Regulation
What does motivation have to do with self-regulation?
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• According to Lecci & Magnavita (2013), “Self-regulation is the process of identifying a goal or set of goals and, in pursuing these goals, using both internal (e.g., thoughts and affect) and external (e.g., responses of anything or anyone in the environment) feedback to maximize goal attainment”.
• Self-regulation is also known as will power. When we talk about will power, we tend to think of it as the ability to delay gratification.
Motivational Strategy – Self-Regulation
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Motivational Strategy – Self-Regulation
Self-Regulated Learning Strategies for Increasing Motivation in Adult Learners
Learners set standards for their own behavior establishing
criteria regarding what is acceptable performance.
∙ Self-observation. They must know what parts of their
performance are working well and what parts need
improvements.
∙ Self-Evaluation. Judge and evaluate their own behaviors
based on the standards they hold for themselves.
∙ Self-Reaction. Self-praise and self-criticism can be as
influential in altering behavior as the reinforcements and
punishments that others administer (Bandura, 1977,
1986, 2008).
Strategy #1
Strategy #2
Strategy #3
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Motivational Strategy – Self-Regulation
Self-regulation is also known as ________.A. self-efficacyB. will powerC. internal locus of controlD. external locus of control
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Motivational Strategy – Self-Regulation
Strategy #4
∙ Self-Reflection. Reflect on and critically examine their goals, past successes and failures, and
beliefs about their abilities, and they make any adjustments to goals, behaviors, and beliefs
that seem warranted.
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Reflection Exercise
• Take a moment to remember a good teacher – someone you knew recently or long ago.
• In your opinion, what were the personal characteristics that made him/her a good teacher?