Have a Little Faith A Heroic Approach to Destroying Dissatisfaction in Online Learning

Have a Little Faith Next Questions to Consider…  What motivates you?  What gets you moving when you are tired, overwhelmed, or underwhelmed? And finally…  Where’d all the good students go?

Have a Little Faith Next Back You’re a Superhero—all prepped & pumped… Week One is exciting Week Two is interesting Week Three is … …And So Were Your Students

Have a Little Faith Next Back Who Invited the Villains? The Evil Anti-Enthusiasm and his wicked sidekicks Lack-of-Participation and Completely Confused How did this happen? And, more importantly, how do we get that initial burst of motivation back?

Have a Little Faith Next Back Motivation 1.The reason or reasons one has for acting or behaving in a particular way. 2.The general desire or willingness of someone to do something. Intrinsic Motivation: the undertaking of an activity without external incentive; also, personal satisfaction derived through self-initiated achievement Extrinsic Motivation: refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. mo·ti·va·tion/ ˌ mōt ə ˈ vāSH ə n/

Have a Little Faith Next Back Before you get to: Where did they go? Should I contact them? What should I say? How do I know if they are enjoying the course? Do they think I’m doing a good job? PLAN ahead and start with: People: Who are they? Legacy: What do I want my ‘class legacy’ to be this term/semester? Acquire: What can I learn to better teach them? Noteworthy: What simple things can I do to make class satisfying and memorable for them AND for me? Personal Motivation & Retention PLAN

Have a Little Faith Next Back Step One: People

Have a Little Faith Next Back Identify the hero within and then follow a motivation plan: State the positive Restate the obvious Work the communication tools Rework the negative Create a Student-Centered Student: Self-regulating activities: Planning, Assessing, Reflecting Strengthen self-efficacy: Feedback, Model, Successful Experience Student-Centered “centers” around STUDENT

Have a Little Faith Next Back Step Two: Legacy Be legendary.

Have a Little Faith Next Back G enuine R everent E nergetic A rtful T houghtful It Doesn’t Always Take Great Effort to be GREAT

Have a Little Faith Next Back Step Three: Move into Action and Acquire More… Learn more about your subject, about the technology, about your department, your college, your community… Challenge yourself to LEARN your own class content from the ground up- just like your students.

Have a Little Faith Next Back Idea Session Step Four: Take Notes and Make the Class Noteworthy

Have a Little Faith Next Back From Human to Superhero and Back Again

Have a Little Faith Next Back Before you get to: Where did they go? Should I contact them? What should I say? How do I know if they are enjoying the course? Do they think I’m doing a good job? PLAN ahead and start with: People: Who are they? Legacy: What do I want my ‘class legacy’ to be this term/semester? Acquire: What can I learn to better teach them? Noteworthy: What simple things can I do to make class satisfying and memorable for them AND for me? Review: Personal Motivation & Retention PLAN

Have a Little Faith Next Back Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Chyung, S. Y., & Vachon, M. (2005). An investigation of the profiles of satisfying anddissatisfying factors e-learning. Performance Improvement Quarterly, 18(2), Cunningham, J. (2010). Self-Direction: A Critical Tool in Distance Learning. Common Ground Journal 7(2): Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), Eom, S. B., Ashill, N., & Wen, H. J. (2006). The Determinants of Students' Perceived Learning Outcome and Satisfaction in University Online Education: An Empirical Investigation. Decision Sciences: Journal of Innovative Education, 4(2), Fink, L.D. (2003). Creating significant learning experiences: integrated approach to designing college courses. San Francisco: Jossey-Bass. Graham, M., & Scarborough, H. (2001). Enhancing the Learning Environment for Distance Education Students. Distance Education, 22(2), Hoskins, S. L., & van Hooff, J. C. (2005). Motivation and ability: Which students use online learning and what influence does it have on their achievement? British Journal of Educational Technology, 36(2), 177–192. Resources

Have a Little Faith Back Lewis, J. (2004). The independent learning contract system: Motivating students enrolled in college reading courses. Reading Improvement, 41(3), Moran, J. J. (2005). A model for promoting self-regulated learning. New Horizon in Adult Education, 19(1), Northrup, P. T. (2002). Online Learners' Preferences for Interaction. The Quarterly Review of Distance Education, 3(2), Roper, A. R. (2007).How Students Develop Online Learning Skills: Successful online students share their secrets for getting the most from online classes, focusing on time management, active participation, and practice. Educause Quarterly, 30 (1), Shroff, R. H., Vogel, D., Coombes, J., & Lee, F. (2007). Student E-Learning Intrinsic Motivation: A Qualitative Analysis. Communications of the ACM, 19(12), Swan, K. (2001). Virtual Interaction: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses. Distance Education, 22(2), Wang, S. (2001). Motivation: General overview of theories. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 04 March 2012, from

Have a Little Faith A Heroic Approach to Destroying Dissatisfaction in Online Learning Shay Rahm-Barnett 2012