My learning edge with teaching has always been organization. I was brimming with enthusiasm about my content area, and my interest in educational psychology had
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
It seems as if eons ago, we began to hear about online instruction. Historically, when the community college that I formerly taught at began to
Online learning has quickly joined the ranks of higher education as a necessary alternative to traditional face-to-face instruction. While this substitute requires a significant amount
Universities are mandated to be the ultimate “learning culture,” powered by faculty who embody lifelong learning. We know that reflection is essential to learning; it’s
Emotions in Online Teaching: A Powerful Tool for Helping Online Students Engage, Persist, and Succeed
This article is featured in the resource guide, Effective Online Teaching Strategies. Online classes, by their very nature as distance learning experiences, present barriers to
This article is featured in the resource guide, Effective Online Teaching Strategies. The worldwide COVID-19 pandemic has caused a fast and radical shift across colleges
Recently I had reason to revisit Paul Pintrich’s meta-analysis on motivation. It’s still the piece I most often see referenced when it comes to what’s known about student motivation. Subsequent research continues to confirm the generalizations reported in it. Like most articles that synthesize the results of many studies, it’s long, detailed, and liberally peppered with educational jargon. It does have a clear, easy to follow organizational structure and most notably, it spells out implications—what teachers might consider doing in response to what the research says motivates students. Here’s a quick run-down of those generalizations and their implications.
“What has held me, and what I think hold many who teach basic writing, are the hidden veins of possibility running through students who don’t know—and who strongly doubt—that this is what they were born for, but who may find it out to their own amazement, students who, grim with self-deprecation and prophecies of their own failure . . .can be lured into sticking it out to some moment of breakthrough, when they discover that they have ideas that are valuable, even original, and express those ideas on paper. What fascinates me and gives hope in time of slashed budgets and enlarging class size, and national depression is the possibility that many of these [students] may be gaining the kind of critical perspective on their lives and skill to bear witness that they have never before had.”
Now here’s an argument I haven’t heard before: Improving your instruction makes it easier for students to learn. If it’s easier for them to learn, they won’t work as hard in the course, and that means they could learn less. It’s called offsetting behavior and we can’t ask students about it directly because it would be disingenuous for them to admit to studying less when learning becomes easier.