As an online instructor, it can be challenging to create and maintain community with students in your courses. Last fall I discovered an education model that continues to help me create and maintain community, both as an instructional designer and as an adjunct instructor: Charles Sanders Peirce’s Community of Inquiry (CoI).
As a former broadcaster, Michelle loves to share insights using audio and video tools. We’re excited to announce her posts will now be available in dual formats—on YouTube as well as the blog.
As I read the recent Motivation in Education series authored by my eLearning colleague Ann Broda, I was reminded of Monroe’s Motivated Sequence, a common technique used in persuasive speaking. Continue reading “Motivating Learners: Speaking Relevance to Your eLearning Course”
In my last post, I discussed how a teacher can help a student become more motivated by boosting his or her confidence.
Today we will look at the final component of Keller’s ARCS Model for Motivation and how students’ motivation is increased and maintained through satisfaction.
Throughout this series, we’ve explored the four components of Keller’s ARCS Model for Motivation: attention, relevance, confidence, and satisfaction.
In my last post, I discussed practical ways to motivate your students by making your course content relevant to them in and outside of the classroom.
Today we will look at ways you can motivate your students by boosting their confidence.
Throughout this series, we’ve explored Keller’s ARCS Model for Motivation, which includes attention, relevance, confidence, and satisfaction—four components used in successful face-to-face, online, and blended learning environments.
In my last post, I shared different strategies to motivate students through gaining and maintaining their attention.
Today we’ll look at practical ways you can motivate your students through course content that’s relevant to them in and outside of the classroom. Continue reading “Motivation in Education: Relevance”
Our eLearning Team is moving toward student-centered learning in our courses. This approach is often miles away from how the course existed in the past, or how the subject matter expert envisions the online course to be.
I have found three ways to help our team and SMEs move toward becoming student-centered in all of our course development projects.
First, provide onboard training for online/blended instructors. Next, build interaction into every course. And finally, establish and sustain teacher presence while facilitating the course. Continue reading “Three Ways to Become Student-Centered”
In my last post, I introduced John Keller’s ARCS Model for Motivation. The ARCs model has practical application in face-to-face, online, and blended learning environments. To recap, Keller’s ARCS Model has four parts:
This post focuses on how you can gain a student’s attention to increase and improve his or her motivation to learn. Continue reading “Motivation in Education: Attention”
Motivating students is one of the most difficult tasks for a teacher. Don’t believe me? How many students are like Jeremy in this Zits Comic? A student’s motivation does not rely solely on his or her own effort, but also on the teacher’s behavior and the way he or she presents content. John Keller understood this when he created his ARCS Model for Motivation in 1983. Continue reading “Motivation in Education: Overview”