Are your students performing their very best in your class and completing all learning activities on time? Do they always want to be involved in class discussions, eager to be part of the conversations, while demonstrating what they have learned from the assigned reading?Cognitive learning marketing or do you have a typical mix of students, with some who excel, and other who struggle to stay motivated and involved in the class?

For a traditional class, student motivation can be observed.Cognitive learning marketing in contrast, online instructors must watch for a different set of cues and develop conditions within a learning management system which are conducive to learning.Cognitive learning marketing there is a belief among some educators it is not possible to help students that you cannot see, especially with a quality such as motivation which cannot be visually assessed in a virtual environment.Cognitive learning marketing but a student's level of motivation will influence all aspects of their involvement, from their engagement in the class to their participation in discussions and completion of learning activities such as written assignments.Cognitive learning marketing

With the many demands made of an online instructor it is possible classroom management can become the primary focus and it consists of tasks such as participation, feedback, acquiring class materials, and developing class lectures or posts.Cognitive learning marketing it can then become fairly easy to miss a student who is gradually disengaging from class until it is too late. This includes spotting a student who is lacking a sense of self-motivation or does not know how to sustain it when they are feeling discouraged, frustrated, or challenged.Cognitive learning marketing

It is possible for an instructor to gauge the level of involvement of their students in a class by the number of times they have posted responses in the discussion threads and the perceived amount of effort that is put into their written assignments.Cognitive learning marketing but that doesn't necessarily mean it is possible to accurately gauge how motivated the students are when an attempt of some kind is being made to complete their work.Cognitive learning marketing

The reason why is that motivation is an internalized state and challenges are acknowledged through statements such as "I'm not certain I can do this" or "this is too hard" or "this isn't what I expected I would have to do" – anything that will result in a student deciding to give up, quit, or eventually withdraw from the class or their degree program.Cognitive learning marketing an instructor will know that this is happening if they have developed open communication with their students and as a result they are willing to share their frustrations and concerns.Cognitive learning marketing

When students are struggling in their class it can be easy to first assume that they are not trying hard enough, they aren't utilizing the feedback provided, they haven't read the assigned materials, or any other number of possible reasons – without being able to pinpoint exactly what they are experiencing.Cognitive learning marketing at the beginning of class most students have the highest level of enthusiasm and a sense of hope about a new start, even if there is some anxiety or apprehension mixed in.Cognitive learning marketing

It is when a student attempts to participate in class that determines how long their excitement is sustained and there are many factors that can have a negative impact, including a lack of academic skills, feedback they do not accept or understand, a subject that is too difficult to comprehend or does not seem relevant to their lives, or receiving a grade they do not believe they should have earned.Cognitive learning marketing this causes an eventual decline in performance and one that may not be intentional or even consciously recognized until an instructor addresses it.Cognitive learning marketing

Instructors may not always know with certainty why students are struggling but at the heart of most issues is a willingness to keep trying and work on continued self-development, even when it requires them to acquire new knowledge or skills.Cognitive learning marketing what instructors can do is to develop a set of proactive instructional strategies that are encouraging in nature and supportive of students' attempts and progress.Cognitive learning marketing

#1. Build productive relationships. While this should go without saying for any class, whether it is a traditional or online class, relationships with students always matters.Cognitive learning marketing it can have a direct impact on their ability to feel comfortable asking for assistance when needed and that can alert the instructor to potential problems.Cognitive learning marketing but developing this type of relationship in a virtual environment isn't easy and a class that lasts only a few weeks can make it even more difficult.Cognitive learning marketing

#3. Be present, available, and accessible. If students are to stay engaged in the class and perform to the very best of their abilities they need to know that their instructor is readily available to assist them whenever they need help.Cognitive learning marketing this doesn't mean an instructor has to be on call at all times or answer questions as soon as they are posted; however, there needs to be an established pattern that students can rely upon.Cognitive learning marketing

I've found it helpful to have multiple methods of contact that includes email, instant messaging, weekly office hours, sharing my phone number for times when students need immediate assistance, and posting a questions thread in the classroom.Cognitive learning marketing this allows me to develop connections with students and it can be very motivating for them to know I am accessible.

#4. Help make certain that students are adequately prepared.Cognitive learning marketing I've found that academic under-preparedness can be extremely detrimental to the mindset that new students hold as they attempt to navigate the course and the requirements they are expected to complete.Cognitive learning marketing even as established students make progress through their degree program they may still struggle with areas of development that can create a mental barrier and ultimately lead to a sense of defeat if they do not receive assistance.Cognitive learning marketing

What I've done is to share resources that address students' specific developmental needs in the feedback provided and if I find sources that may benefit the entire class, I'll share it in a separate classroom post.Cognitive learning marketing I've found that the more students feel equipped to complete their tasks, the more confident they will be as they make an attempt to do so.

#5.Cognitive learning marketing develop and use proactive outreach strategies. It is imperative that an instructor always be aware of the classroom conditions and more importantly that they are aware of students who are not actively involved and present in class.Cognitive learning marketing it may be helpful to establish a mental baseline for expected performance and over time an experienced instructor develops an instinct for student engagement.Cognitive learning marketing

A discussion thread is one way to gauge if students are disengaging from the class. When I discover a student who isn't posting messages or they are continuing to struggle with their written assignments, I'll make outreach attempts.Cognitive learning marketing first I'll send an email and try to engage them and if that isn't successful I'll make a phone call so that the student doesn't completely disengage from class.Cognitive learning marketing I've learned that a personalized approach will go a long ways towards helping students sustain their self-motivation.

Most research about motivation points to the sources of motivation, both internal and external.Cognitive learning marketing this means that students may be motivated by a sense of accomplishment (internalized) or a grade (externalized). With a limited amount of time available to get to know students for a typical online class, instructors may never know exactly what the source of motivation is for every student or be able to develop techniques to meet their individual needs, especially when classroom management and instructional duties require a significant investment of time.Cognitive learning marketing

What instructors can do is to address self-motivation as a driving factor for student success and use the methods provided above to help students feel self-confident, rather than become easily discouraged and willing to give up.Cognitive learning marketing when instructors bridge the distance gap and connect with their students, they will notice the results in the effort they make and the performance level they maintain throughout the class.Cognitive learning marketing when students believe someone cares about their progress, and is willing to support them as they make an attempt to complete the class requirements, an increase in self-motivation is likely to likely to occur.Cognitive learning marketing you have an opportunity to be that someone for your students and what it takes is showing an interest in your students and being aware of their involvement in class.Cognitive learning marketing your interest in students not only can energize their involvement in class, it can transform and energize your involvement as well.

Dr. Johnson has worked in the field of higher education and distance learning since 2005.Cognitive learning marketing he specializes in distance learning, adult education, faculty development, and online teaching. His roles have included chief academic officer, dean, faculty director, dissertation mentor, faculty workshop facilitator, manager of faculty development, and online faculty.Cognitive learning marketing dr. J has extensive experience serving as a mentor and coach to students and faculty.

Dr. J has a ph.D. In postsecondary and adult education, a certificate in training and performance improvement, and a master of business administration, MBA.Cognitive learning marketing dr. J's background includes experience with curriculum development, having authored courses and curriculum for bachelors, masters, and doctorate programs.Cognitive learning marketing he has also built professional development courses and curriculum for faculty development programs.