Joseph,
I agree with you. I also create tutorials that address that so I can refer back to those resources.
Dr. Kelly Wilkinson
Srabasti,
I think you might try tying math real world. Math is about relationships and I think students don't even know when they are using it! (My two cents worth)
Dr. Kelly Wilkinson
I work very hard to motivate students because this plays a huge role in retention...even more so than their final grades.
I will typically be sure I reach out to a student once the first set of grades are posted if they earned a C or below.
I personalize my email with their name and I entitle the subject, "Please Read & Respond." In the email, I reassure them that there is a real human being on the other side of our classroom and that above all else, I am rooting for their success. I then encourage them to read the formative feedback I provided in the grade book...and when they respond, let me know if they have any questions.
I also point out learning labs I recommend they take to address their academic areas of deficiency.
And lastly, I give them my Google number that rings to my cell or home and tell them to text me or call me if they need to.
I had 125 students between my 4 classes last week and only had about 15 students call me total in the 5-week session. And probably about 25 students text me a quick question. But, in my student evaluations, over 60 of the students mentioned that they felt we were connected because I provided a "home" number where they could reach me. Most of them never used it; however, it made them feel as if they could reach out and touch me when they needed some extra help or encouragement.
I would suggest to keep the focus on the learning 'process' and focus less on the end result. While your example may be true for grade school mathematics, most problems from geometry through calculus require a multi-step process for which partial credit is more often given than not. Whatever the level, praise the progress the student makes in their process of problem solving and the motivation for the student to learn will grow as they see/hear you illustrate/tell them that they are successfully getting closer to the solution.
When I first "meet" my online students (this occurs in a live chat lecture and in my "expectations for this course" document)I make several suggestions for how they can be successful in an online course. These include setting aside specific times each week for reading, research, discussion board posting, drafting homework assignments, responding to discussion board postings, and creating the final homework version and submitting it. I suggest that they actually block out times on their calendars or schedulers so that they get used to following a set schedule, explaining that time gets away from us and when there is no scheduled classes or activities, time management becomes an important part of succeeding in any online course. Many students have told me that this was a great suggestion and helped them better organize themselves for success. If I spot a student struggling with time management, or when one asks how they can improve performance in class, I send them a document suggesting these and other tips.
Hello Srabasti,
we are all motivated by different things. During week one of the course, I like to reach out to students via phone and welcome them to the classroom. I also take this time to offer my assistance. This breaks the barriers that students have with reaching out to their instructors.
Yvette Jimmerson MBA,RHIT
