Motivating the online student
Often times I find it difficult to motivate online students. I try to emit enthusiasm through emails and discussion boards, but sometimes it seems like such a small percentage of the class "hears" me. Since I don't often get to see their feedback in the form of facial expression, or body language, I find myself calling students to build a rapport.
Since I teach both residential and online I do my best at making the quality of education equal and setting the "bar" the same. However, with such different formats, they both have unique challenges.
Colleen Norgren
Colleen - I agree that it can be rough to motivate and encourage online students to be succesful. The key based on what we learn is to A) Set proper expectations up front so students know how that can be succesful. B) Be a motivator to the extent where you continue to remind them weekly on due dates and on expectations (this can be done via weekly announcements). C) Be present in the course and show your support to students / also relate the course to their careers.
These should assist with keeping students active in the course.
I have taken several online classes. I love online learning. Homework in my PJ's. Talking with my friends, I have learned, online is not for everyone. Some people, need people. Having a instructor who is on the ball and gets papers back timely is a real asset. This is where the
evaluation comes in handy.
I have reverted to using a rubric for motivation my students. Most students take advantage of it but some complain that they work all week and it is impossible for them to get that first post in before Thursday therefore they lose out on 5 points do to know fault of their own.
My rubric also has different standards than other online classes and it may take a week or two for them to get the hang of my standard.
Hi Kari,
Another factor may be that they aren't as engaged since they can't sit down with you and visit eyeball to eyeball about their projects or concerns. Even though they have this access online it still isn't the same. It is a human thing. We like personal contact and personal service.
Gary
I also teach both online and residential classes and I can really see the difference in motivation. I have a greater withdrawl rate in my online class than I do with my residential class and I think a big part of that is because the online students lack motivation.
I love these ideas:
-setting clear standards
-personalizing the classroom
I think it's true that the teacher need to be seen as a real person who cares about teaching and the content before s/he can have any motivating influence over the students. Setting clear standards shows that you care about teaching and learning. Personalizing your classroom shows that you are a real person who will be there to motivate students and facilitate learning.
Thanks for the great insight, everyone!
I find that it helps to make it really clear what level of participation you are expecting and to tie that to the student's grade. In other words, if you expect them to respond to 3 other students on the discussion board, they don't get full credit if they don't do that. They have to know what you are expecting up front, though.
I also ask every one of my students a question on the discussion board each week and I require them to reply to me. I tie that to the student's grade also. I use the discussion boards as a way to help students think through material.
Setting parameters for the type of response that you expect is a good idea, too. I do not accept responses like "good job!". If a student wants credit, he/she must add to the discussion in a meaningful way.
One of the most frequent comments I get from students is that they enjoy the discussion boards and that they feel very engaged in their class.
I am currently taking an online class for the first time. The instructor rarely communicates with me even when I initiate contact. I have ungraded assignments from 1 month ago. He makes jokes which I perceive as sarcastic. I wish my instructor was participating in this discussion. For everyone else this is a good example of "what not to do."
Great examples. We are all human and when we can connect on this more personal level we might have things in common. We as instructors though have to be careful of becoming the "pal" with common interests as we want to create a instructor-student relationship.
Hi Cherika!
I think group work is difficult in face to face classes too. Students feel a lot of pressure with group work. A positive about group work in an online class is it gives students the opportunity to interact with each other. When it works, they actually have fun and get to know their classmates better.
Hi Colleen!
In addition to positive encouragement, I have started posting periodic positive quotes and a short commentary on how they relate to the students' coursework. Most students really seem to appreciate it and they use it as a way to express frustrations they may have as well as positively motivate each other.
I agree with what you're saying about "personalization" David. I went to a conference last week, where one of the speakers encouraged us (as instructors) to personalize more in the classroom. I started personalizing more in my discussion posts this week and have already received more feedback than anticipated. One student also thanked me, for my "warm welcome" and allowing her to believe I was "real"! :)
I think you're correct - many adult learners are so busy they need to get their work done and get on with their life. When giving feedback on assignments or in discussion forums, I try to write as if I were talking and make it a "conversation" that is the real "me". I think students sense that, feel like they are getting to know me, and respond. I also use humor in my written feedback and a lot of encouragement (another thing adult learners often need as reinforcement). I also give some personal information in my staff bio, and when I do actually speak with students on the phone, they feel like they know me. In every course, I always have a few students who are in, out and move on. They don't need or want help, they do their work well and learn the material and don't need me as a cheerleader. I don't force the issue, just let them know I'm a real person whose job it to help them and be there if/when they need anything. It's worked pretty well so far. Occasionally I will get a student that I just can't seem to help no matte what I do, but I guess we have to expect that.
I do not teach online courses, but I do work with the students who take them. I think they feel a dis-connect with the instructors. Perhaps giving some personal information about yourself (for instance, I used to work for MGM film studios, lived in Berlin and taught in Germany and Switzerland) usually gets some kind of feedback. Also, occasionally ask some specific questions of the students - how was your weekend? Anybody do anything fun, see a good movie, etc? I know it sounds kind of trite, but if students log in and feel like they are in a community of friends, "Hey Carol, congrats on the engagement!" at least makes you feel a part of a group. Nothing wrong with throwing in a good joke, or ask how the weather is where they live. Just my two cents.
David
We currently do not offer on-line courses at our campus but I feel your pain. I may be wrong but if seems like on-line students may need to be a more diciplined, organized and focused type of student in order to meet and complete these type of courses.
I also find it hard to motivate on-line students when I teach hybrid classes it’s hard to get them involved in group activities, I think that adult learners are so busy and they just want to complete their courses without a lot of interaction and I find that frustrating especially when your used to teaching in the classroom, I find it very difficult to get them involved.
