Fostering Ongoing Motivation

As instructors prepare to ‘publish’ their online courses for students to view and begin to engage with, it is important to take time to step back and reflect on the overall course design. Remember that intentionality and transparency are key factors that contribute to the success of a great online course. Before stepping away from the design process once and for all, consider how your new Canvas course might be perceived by a fellow colleague or peer who has not yet had any experience with this learning management system – does this course motivate that individual to dive in and stay engaged?Part III of the book Small Teaching Online touches on an integral component of online learning – motivation. To best ensure students will walk away with the intended learning objectives and goals that you thoughtfully developed at the beginning of your course design process, it is crucial that we build out a course that continually motivates students and draws them in to engage with each other and with the course material.Small Teaching Online outlines three important components of a course that can help foster learner motivation (both yours and your students!):

[1] Agency 

Consider whether you are building in places throughout your course where students have the sense that they are in control of their learning. Often students feel more motivated to engage in course activities and course material when they feel they have a choice in the material with which they are engaging. For example, consider offering multiple ‘prompts’ for online discussions, or offering the opportunity for students to work with you to amend or add to the syllabus at the beginning of the course, highlighting areas or topics of particular interest to them. An interesting tech tool for this exercise might be to take advantage of Zoom’s whiteboard functionality.

[2] Connections

Learning quite often happens best when the learner can connect a particular concept or topic to experiences they have lived through or prior knowledge they have already acquired. Consider places where you might ask students to compare and contrast or relate certain aspects of the course material to their own lives. Consider asking students to conduct assignments that require them to reach out to their personal network for interviews or advice on a given assignment. Reflecting on how the course material directly impacts their plans for their future may also help provide the context they need to stay connected and to contribute meaningfully to the class.

[3] Consider your own growth 

Don’t lose sight of your learning. You too can gain a lot from students and your own pedagogical style as you engage with your online courses. Don’t hesitate to contribute to the course with small video announcements or lectures. Continue reading and learning from fellow faculty members who are also developing online courses in Canvas. Reach out to CATLR or AT, or search the Canvas Commons for inspiration in building out your online course. Take an online course – perhaps a colleague’s course or professional development course, becoming a student in the online environment might help increase your empathy towards your students as they navigate your course. Read Small Teaching Online or focus on some of the chapters that intrigue you (you can find this book online via Northeastern Library). The better engaged you remain with the tools and techniques for improved online learning, the more equipped you will be to create an effective environment for your learners. Remember that this is not an overnight process, making small incremental improvements to your online course design can be incredibly impactful and do not have to be an entirely overwhelming endeavor.

Remember, the switch to online is not an easy one, but if we begin together now to prepare for the upcoming semester, we can build a learning environment for students that fosters their curiosity, innovative thinking and motivation for learning at the highest level. 

Reference Darby, F. & Lang, J.M. (2019). Small Teaching Online: Applying Learning Science in Online Classes. Jossey-Bass: A Wiley Brand.v