Official Course Description: MCCCD Approval: 10-27-09
ELN118  2010 Spring – 2010 Fall	LEC   3.0 Credit(s)   3.0 Period(s)   3.0 Load   Occ
Motivation and the Online Learner
Overview of motivation in the online classroom. Includes motivation theories, self-esteem vs. self-efficacy, and learner expectations as well as motivational problems and benefits of a motivational online learning environment. Facilitator’s role, grouping of students, and assessment creation as motivation tools also covered. Prerequisites: None.

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MCCCD Official Course Competencies:
ELN118  2010 Spring – 2010 Fall	Motivation and the Online Learner

 

1.         Summarize the importance of motivation in an eLearning environment. (I)

2.         Explain theories of motivation. (I)

3.         Explain the levels in Bloom’s Taxonomy. (II)

4.         Summarize procedures to incorporate student interest, goals, and academic tasks into an online course. (II)

5.         Differentiate between various types online assessments. (III)

6.         Summarize how online assessments are effective motivation tools. (III)

7.         Describe characteristics of quality online assessments. (III)

8.         Create an assessment for student motivation. (III)

9.         Explain procedures for grouping students in an online classroom to increase student motivation. (IV)

10.       Differentiate between self-esteem and self-efficacy as it related to motivation in the eLearning process. (V)

11.       Summarize how a student’s self-esteem affects his/her motivation. (V)

12.       Determine expectations for eLearning students. (VI)

13.       Analyze various motivational problems. (VII)

14.       Describe the benefits of a motivated online classroom environment. (VIII)

15.       Explain the role of the facilitator in classroom motivation. (I-VIII)

16.       Design an eLearning lesson using motivation as a learning tool. (I-VIII)

 

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MCCCD Official Course Outline:
ELN118  2010 Spring – 2010 Fall		Motivation and the Online Learner

 

I.          Motivation

            A.        Online Teaching and Motivation

            B.        Theories of Motivation

                        1.         Self-Determination Theory

                        2.         Attribution Theory

                        3.         Expectancy-Value Theory

                        4.         Social Cognitive Theory

                        5.         Goal Orientation Theory

II.        Online Course Design and Motivation

            A.        Types of Tasks

            B.        Bloom’s Taxonomy

            C.        Student Interest and Academic Task

            D.        Goal Orientations and Academic Tasks

III.       Motivation and Assessment

            A.        Usage of Assessments as Motivation

            B.        Types of Online Assessments

                        1.         Formal vs. Informal

                        2.         Formative vs. Summative

                        3.         Standardized Exams

                        4.         Facilitator-Prepared Assessments

                        5.         Authentic Assessments

                        6.         Observational Assessments

                        7.         Portfolio Assessments

                        8.         Performance Assessments

            C.        Characteristics of Quality Assessments

                        1.         Reliability

                        2.         Validity

            D.        Scoring Assessments Online

                        1.         Norm-Referenced

                        2.         Criterion-Referenced

            E.         Assessment and Student Motivation

            F.         Assessment Design

IV.       Grouping Online Students and Motivation

            A.        Types of Grouping

            B.        Ability Grouping

            C.        Cooperative Learning

            D.        Alternative Methods

V.        Usage of Self-Esteem to Motivate Online Learning

            A.        Self-Esteem vs. Self-Efficacy

                        1.         Differences

                        2.         Importance

            B.        Enhancement

                        1.         Realistic Goals

                        2.         Cognitive Abilities

                        3.         Provide Models

                        4.         Attributional Feedback

                        5.         Rewards

VI.       Expectations for Online Learners

            A.        Defining Expectancies

                        1.         Research

                        2.         Theoretical Perspectives

                        3.         Everyday Life

            B.        Self-Fulfilling Prophecies

            C.        Motivation and Expectancies

            D.        Factors that Impact Facilitator Expectations

            E.         Holding High Expectations for Low-Achieving Students

VII.     Online Motivational Problems

            A.        Avoidance Behaviors

                        1.         Self-Handicapping

                        2.         Avoidance of Help-Seeking

                        3.         Other Motivational Problems

            B.        Motivation and Strategy Use

                        1.         Deep Cognitive Strategies

                        2.         Surface Cognitive Strategies

            C.        Motivation and Behavior Management

            D.        Motivation and Cheating

            E.         Motivation and Anxiety

            F.         Motivation and Learned Helplessness

            G.        Motivation and Apathy

            H.        Avoiding Motivation-Related Behavioral Problems Online

VIII.    Motivational Online Classrooms

            A.        Online Social Environments

            B.        Relationships with Facilitators

            C.        Relationships with Peers

            D.        Sense of “Belonging” Online