This article first appeared in the Teaching Professor on February 24, 2015. © Magna Publications. All rights reserved.Â
Itâs hardly a new subject. Every teacher knows itâs essential, and every teacher tries to motivate students. But itâs just as true that all teachers have experienced those days when they donât feel particularly motivated, when the content seems old and tired, and when students (sometimes the whole class) are clearly anything but motivated by whatâs happening in class. What to do then? If only there were a list of surefire strategies, those tricks that always get students and teachers fired up and moving forward. But motivation doesnât lend itself to easy answers or surefire solutions. Clearly there are things that teachers can do that work with some reliability, but why and how they motivate are vexingly complex. There is much to be learned about motivation.
The problem is that learning about motivation isnât all that easy. Studies of motivation number in the thousands. Old and new theories abound. Whole careers are devoted to its study. Those who research in this area write for others working in the area. It is one of those subjects where itâs almost impossible to know where or how to start the learning process. So, when someone writes an informative, engaging overview filled with examples of how whatâs known about motivation can be applied in face-to-face and online courses, itâs a giftâto be appreciated and used! Thank Michelle Miller for just such a chapter, which appears in her new book Minds Online: Teaching Effectively with Technology.
Here are some highlights from this 30-page chapter. Miller, a psychology professor, teaches an online introductory psych course in which she begins the discussion of motivation with these questions: âWhy did you even get out of bed this morning? What drove you to abandon that warm, comfortable environment in favor of less pleasant, more energy-demanding pursuits?â Her goal is to get students âto open their minds to some of the big questions about the motivational side of human psychology: What is it about our psychological makeup that allows us (sometimes, anyway) to choose the harder path over an easier one?â (p. 165) Essentially, thatâs how she defines motivation. âIt is the study of the mechanisms that put you in motion, pushing you toward certain things and pushing you away from othersâ (p. 165).
As those of us who teach regularly discover, just putting the learning opportunities out there for students isnât enough. Miller says students must be âenticed.â Most often we do that with points and grades, and that does get most students moving. But theyâre motivated for the wrong reasons. They donât want to learn what weâre teaching, they arenât particularly interested in the skills we deem importantâthey want the points. They want the grades and the degree so they can get on with their lives. But some students do get motivated for the right reasons, and often a teacher plays an influential role. âBeyond just rewards and punishments, motivating students has an elusive, inspirational quality to itâsomething that skilled teachers seem to be able to do just by their mere presence.â (p. 166) There is something about motivation thatâs contagiousâfire in a teacher can ignite students.
A chapter section on âClassic Research on Motivationâ begins with this observation. âIf one thing has emerged from decades of psychology research on motivation, itâs that there is no single, universal motivating force. Rather, theorists concur that any given behavior on any given occasion reflects a combination of multiple contributing factorsâ (p. 168). Among the theories discussed in this section are self-determination and the work of Edward Deci on intrinsic and extrinsic motivation. This theory posits that three basic needs motivate people: competence, relatedness, and autonomy. âWe strive to be good at things, to develop bonds with other people, and to make our own choicesâ (p. 169).
Although they donât often call it self-efficacy, most teachers regularly see how beliefs about ability affect behavior. If students believe effort will pay off, that motivates them to expend effort. The more recent work of Carol Dweck on mindset identifies another piece of the motivation puzzle related to self-efficacy. So many of our students have a âfixed mindset.â They believe âthat people have a set amount of intelligence that is essentially unchangeable,â as contrasted with those who carry a âgrowth mindsetâ believing âthat intelligence (1) isnât set in stone and (2) isnât the main determinant of success or failure.â (pp. 174-5) The fixed mindset gives birth to the idea that if you have an ability or talent, say, for math or writing, you do those things easily, virtually without trying, and if you have no ability, it doesnât matter how hard you try, you arenât going to be good at math or writing.
Miller explains how students with fixed mindsets think about tests and graded assignments. They see tests as being designed to measure how smart they are, and so those exams become âanxiety- provoking ordeals. Trying to raise your scores through extra efforts [presents] a psychic catch-22. You need to study to get the good grade that proves youâre smart, but needing to study must mean that you arenât actually all that smart to begin withâ (p. 175). This fear of inadequate ability explains why many students opt for easy assignments and courses. Itâs why teachers should avoid telling students how smart, bright, or talented they are. Those kinds of comments support the fixed mindset. Rather, teachers ought to offer âfeedback that highlights factors like working hard, choosing good strategies, taking on a challenging assignment, or improving oneâs performanceâ (p. 176). If thereâs good news about mindsets, itâs that they are based on beliefs and beliefs can be changed.
Online courses offer special challenges when it comes to applying the research on motivation, Miller believes. âEven the most sophisticated forms of online communication canât replicate the motivating force of being in a classroom surrounded by other students engaged in the work, their enthusiasm sustained by the personal presence of a dedicated, inspiring instructorâ (p. 177). She suggests a number of ways teachers can respond to these challenges. Writing about those âall- important first momentsâ when online students first make contact with the course, she recommends that teachers âsteer the focus toward the âwhyâ of the courseâwhy anyone would study this topic, why this area of study could change the world for the better, why you will be a more capable person after you complete itâand away from the âwhatââwhat is required, what you have to do and in what order, what the grading policies areâ (p. 179). Procrastination is a perennial problem in online courses, made worse, according to Miller if the âhabitâ of regular (if not daily) course contact is not established right from the beginning of the course.
The chapter and book are focused on online learning, but the overviews, relevant to all kinds of teaching, offered in the chapters on attention, memory, and thinking provide the same amazing integration of research. She brings together research done across decades and in various disciplines. The applications to online instruction are especially timely and specific. Miller is not afraid to propose how theoretical and empirical knowledge can be applied concretely, in terms of activities, assignments, and ways to structure courses and assess learning. Equally impressive is Millerâs writing style, which is clear, succinct, personable, and engaging. She writes what she knows with commitment. The entire book gets my highest ratingâitâs one not to miss.
Reference: Miller, M. D. Minds Online: Teaching Effectively with Technology. Cambridge, MA: Harvard University Press, 2014.