Students’ Motivation to Learn
While adults are responsive to some external 
motivators (i.e., better jobs, higher salaries, 
promotions), 
the most potent motivators are internal pressures (i.e., 
the desire for increased job satisfaction, self-esteem, 
quality of life).
In an online environment
Activities that build self-esteem, or sense of accomplishment 
Student’s input into lessons or prioritization of topics
May 2008
Perret
11
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Online Strategy Summary
1.
State clear expectations
2.
Incorporate multiple forms of feedback into course
3.
Provide regular communication to individual learners and the 
group
4.
Provide learner flexibility and control
5.
Incorporate motivational strategies to encourage students
6.
Offer a variety of forms of learner support
7.
Maintain the focus of content within units
8.
Provide consistency among courses
9.
Consider limitations of adults
10.
Respect learner roles and life experiences
May 2008
Perret
12
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State clear expectations:
Provide detailed syllabus with 
schedule, grading criteria, 
assignments, number of 
postings per week, deadlines, 
office hours.
Avoid changing aspects of the 
course once it begins.
State contingency plans for 
when the technology fails.
May 2008
Perret
13
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Incorporate multiple forms of feedback into course
Use specific, consistent feedback from both 
learners and instructor.
Grade assignments with specific, stated criteria.
Provide both general and specific feedback to 
individuals, teams, and the whole class.
May 2008
Perret
14
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Provide regular communication to individual 
learners and the group: 
Respond to email within 24 hours.
Personalize the class setting.
Use friendly, informal writing style.
Make weekly announcements or updates.
Establish weekly onlineoffice hours.
Assure learners that discussion board postings are 
being read. 
Provide information for telephone, fax, and U.S. post 
mail. 
May 2008
Perret
15
Limit class size to allow for effective management. 
Consider using TA to monitor discussion board or team discussions. 
Be clear and succinct. 
Prepare students for working in small groups or team by providing 
objectives, assigning roles. 
Require regular participation for credit. 
Encourage students to respond as well as post
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Provide learner flexibility and control: 
Use asynchronous email and discussion 
board for anytime/anyplace participation.
Chunk learning into small manageable units 
or subunits that can be completed in 
relatively short amounts of time -they need 
logical stopping/ starting points
Allow learner choice of assignments, 
projects, or research topics (consider 
learning contract).
Incorporate text “signals” such as “this is a 
long unit,” “this is a very important concept”, 
“proceed to Lesson 6.” 
Allow students early access to the course 
and mail the syllabus several weeks before 
the course begins.
May 2008
Perret
16
Incorporate motivational strategies to encourage students
Tell why topic or link is important.
Provide practical info with examples.
Link new topics to what has already been 
discussed or read.
May 2008
Perret
17
Offer a variety of forms of learner support
Consider a cohort group that completes program 
as a group.
Provide technical support.
Provide learningskills support.
Provide cohort support.
Provide departmental support.
May 2008
Perret
18
Maintain the focus of content within units
Provide objectives and an outline at the 
beginning of each unit.
Limit hyperlinks to only a few of the very best.
Place additional links at the end of units for 
enrichment.
Summarize key points of units and 
discussions for closure 
debrief, then re-
focus on next topic.
May 2008
Perret
19
Provide consistency among courses:
Maintain same format throughout program 
(i.e., all assignments found under the same 
course heading).
Create pdf printable files for long articles.
Use the same headings throughout units
May 2008
Perret
20
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