More and more students are arriving on campus without the tools they need to succeed. Some lack skills, others lack motivation, and many just don’t seem to “get” that college takes hard work and commitment. Led by Ken Alford and Tyler Griffin, this seminar provides guidance on how to get unprepared students better aligned with the demands of college.
Online Seminar • Recorded on Thursday, November 21st, 2013
When you look around your classroom, do you see students texting under their desks, or worse yet, right out in the open? Do you have students who skip class, arrive late or leave early, or come unprepared? If so, Christy Price, EdD has some words of advice for you.
Motivation—there are two kinds: intrinsic, which involves doing something because we want to do it, and extrinsic, which is doing something because we have to do it. A negative relationship exists between the two. Extrinsic motivation undermines intrinsic motivation. Students won’t be attending class because they want to if attending class is required. As a result of this negative relationship, students don’t have much intrinsic motivation because it’s been beaten out of them by most extrinsic educational experiences. And that’s a nutshell version of how most teachers understand motivation.
When students don’t take responsibility for their own learning, it creates philosophical and practical problems for the instructor and can affect other students’ learning. This 20 minute video program gives you a theoretical basis and practical tools to boost student accountability in the college classroom.
Understanding what motivates online learners is important because motivated students are more likely to engage in activities that help them learn and achieve, says Brett Jones, associate professor of educational psychology at Virginia Tech. Based on an extensive review of the literature on student motivation, Jones has developed the MUSIC model of student motivation, which identifies five main factors that contribute to student motivation: eMpowerment, Usefulness, Success, Interest, and Caring.
Have you ever wondered what motivates students to come to class without reading and studying the assigned chapter? You are not alone! Faculty members across the nation are becoming increasingly challenged by students’ lack of dispositions that enhance learning. Every discipline has learning standards and achievement expectations that help drive students’ success. However, such expectations do not equal success. It is the motivation to pursue excellence, a work ethic that reflects the determination to solve problems, the attention to the smallest details, and the desire to be the very best that distinguishes students who make a difference in their given professions.
If unprepared students and student motivation are two of your biggest teaching challenges, you’re not alone. They scored number one and two in the annual Faculty Focus reader survey conducted earlier this year.
We all want a classroom full of engaged and motivated students … but we often find ourselves with something much different. This interactive seminar will provide you with practical, proven techniques for infusing new energy and enthusiasm into your classroom.
video Online Seminar • Recorded on Tuesday, June 26th, 2012
In a recent study, a group of 120 undergraduates were asked what percentage of a grade should be based on performance and what percentage on effort. The students said that 61% of the grade should be based on performance and 39% on effort.
Autonomous learners. What are they? Who are they? And, do we have any of them in our classes? As is often the case with teaching and learning terms, there is not a lot of definitional clarity. In this blog and elsewhere I have tended to used the terms autonomous learner, self-directed learner and independent learner pretty much interchangeably. It seems to me that’s what happens elsewhere in the literature as well.