Motivating & Understanding the “Online Student”

Message from Prof. Jenice Armstead

In my professional opinion, lecturing is a compilation of instructing students to understand a topic or concept and the ability to properly explain a topic with ease to students whom are less familiar with the topic. It takes practice to find what “type” of lecturing which is right for the students to receive the most out of the course. Lectures seem to have been given a “bum rap” because of the student’s perception of what a lecture is. When in fact, all topics have the potential of being exciting for all student-learning experiences. Traditional lecturing has strengths and weakness, which is one of the reasons I am always looking for ways to improve my course interaction and lecturing techniques for my students.

Motivating my students is one of the most important aspects of teaching. Positive learning environments stimulate academic growth of a student. Obtaining new online learning technologies is a way for improving lecturing techniques and developing a well-rounded academic environment for my students. As a professor, I utilized the “Learning Studio” for course interaction, discussion, electronic handouts, academic journals, class chats and assignment submissions. Learning online takes patience, dedication, motivation and constant communication. Without these key elements the success of a student is next to impossible. Professors and instructors have to be engaged and ensure that the lectures are interactive as well as informative. Implementing “interactive” learning methods and other new technology advances provide students with high opportunities for success in all courses.

After implementing the “Learning Studio” for all of my courses, my students are much more involved with the topics and are not afraid to ask questions or give an opinion during class. That was a part of my goal for implementing “interactive” lecture methods. I wanted my students to feel a sense of community and comfort with the topics being discussed. It has showed to be very effective in that student participation and communication has increased tremendously. When stimulating my students I use “blended” teaching methods. My students are heavily involved with the lectures. I make sure to have interactive questions for them to engage in the “Learning Studio.” I also make sure to have power point slides and direct “Live” Internet links to stimulate discussion among my students. The Socratic Methods are useful when teaching human resources and business management. The “Asking Instead of Telling” works especially when I want to have the class discussion on job structures and business ethics.

The four dimensions/factors for successful lecturing are: Attention (A), Relevance (R), Confidence (C), and Satisfaction (S) are attributed to learning comprehension (Guven, 2009). The attention span of a student is directly effective how the student learns. Is the student not attentive in your class? Why not? The lecture may need more “Pizzazz.” The way to give some life to a lecture is to involve you students more with their interests of the topic, or implement more of your real life professional experience into it. This is where the online relevance comes into place. How relevant is the topic to current events? Is there a way to implement current events into the topic? There is always something going on in the news or related to the Saint Leo Core Values one could use to increase the relevance of the topic. While building up the knowledge base of the student, the confidence of the student will increase. Which will increase student satisfaction of the learning experience overall (Guven, 2009). The success of the student in an online program strongly depends on the interaction, creativeness and motivation of the student as does it for the professor/instructor.

References

Guven, M. (2009). The Epistemological Beliefs of Distance Education Students. Turkish
Online Journal Of Distance Education (TOJDE), 10(3), 217-246.

Palloff, R. M., & Pratt, K. (2003). The Virtual Student : A Profile and Guide to Working
with Online Learners. Jossey-Bass.

Garlikov, R. (2012). The Socratic Method. Retrieved September 13, 2012, from
http://www.garlikov.com/Soc_Meth.html

Prof. Jenice Armstead

Prof. Jenice Armstead

Two-Cents Tuesday: Classroom Management

Understanding Individual Behaviors and Emotional Development

Academic Review by Jenice Armstead

Abstract
This paper gives and overview of the purpose of classroom management as it pertains to the understanding of individual behaviors and emotional development of students. Motivational factors are contributing attributes for the potential success of a student. Structured lectures and lesson plans assist with the students’ ability to function and develop within a course and the utilization of advanced educational technology enables students to exhaust additional resources for academic success.

Keywords: ARCS Model of Motivation, development, stimulation, technology

Classroom Management: Understanding Individual Behaviors and Emotional Development
Classroom management requires an understanding of individual behaviors and emotional development as well as group dynamics. The ARCS Model of Motivation: Attention (A), Relevance (R), Confidence (C), and Satisfaction (S), is one method an educator uses to facilitate the dynamic of the student experience in classroom management (Keller, 1987). Students require a variety of components for educational success. The students’ growth and development depends on the ability to effectively understand the curriculum. The responsibility of the educator is to teach, encourage and motivate the student to achieve the highest understanding of the topic. Qualitative factors of student development and behavior toward curriculum suggest the educator utilizes a blend of understanding student motivational factors, sound organizational strategies, and access to advanced technologies.

Academic motivation of a student begins with the individual behaviors and emotional development. Motivational stimulation is vital to understanding how to develop and manage the students’ classroom experience. The ARCS Model of Motivation explains the facets of attributed learning comprehension of the student as it relates to motivation (Keller, 1987). Using a positive direction along with high intensity curriculum, the ARCS Model of Motivation moderates intensity factors (Guven, 2009). There is a familiarity of expectation out of a course from a students’ perspective, which drives the students’ initial motivational factors. To effectively motivate students, educators need to analyze and identify each student’s individual motivational necessities.

The educator is responsible for recognizing when a student is lacking motivation and experiencing difficulty in the class. The educator must strive to build the confidence of the student through a structured curriculum for the student to learn in a more effective way. Active and constant communication between the educator and student are vital tools for the success of the student. A strategically developed classroom lecture provides the student a course outline for the expectations of the student in the course. A weekly detailed course module gives the student an academic flow chart of topics, assignments, and due dates. The lecture and classroom management structure is the responsibility of the educator, and utilizing advanced educational technology permits for a fluid student academic experience.

The 21st Century classroom is designed, developed and determined by group dynamics used within advanced educational technology. Students are encouraged to use a multitude of educational technologies to include software such as Turn It In.com, Grammarly, Smart Thinking and eBooks. Students have the ability to interact directly with peers, educators, and libraries using online resources. For technology to be a successful tool in the curriculum, the student must feel comfortable with the software being used (Palloff & Pratt, 2003). Educators offer online lectures and “Virtual Office” hours, which can enhance communication and assistance in a technologically dominant learning environment.

Classroom management strategies involve a sympathetic arrangement of understanding individual student behaviors, development tactics, and effective learning dynamics. Promoting a positive environment that motivates the student starts with the four dimensions of the ARCS Model of Motivation: Attention (A), Relevance (R), Confidence (C), and Satisfaction (S) (Keller, 1987). Students require constant academic reassurance and stimulation. Each student is an individual when it comes to learning tactics; effective educators understand that not all students learn the same way. Planning, implementing and developing course lectures are important factors of how the student understands course topics. Immediate access to resources, such as: online forums, email and live librarian chat sessions enable students to grow with technology. Effective academic classroom management starts with an understanding of the students’ academic and behavioral needs, strategic plan, effective communication, and utilization of technology.

References
Guven, M. (2009). The Epistemological Beliefs of Distance Education
Students. Turkish Online Journal Of Distance Education (TOJDE), 10(3), 217-246.

Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.

Palloff, R. M., & Pratt, K. (2003). The Virtual Student: A Profile and Guide to Working with
Online Learners. Jossey-Bass.