Student Motivation in Online Courses
Student Motivation in Online Courses
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Issue Date
2016
Authors
Price, Gregory
Journal Title
Journal ISSN
Volume Title
Publisher
CreateSpace
Abstract
Student achievement in online education shows no significant difference from traditional face-to-face learning (Hawkins, Barbour, & Graham, 2012; Lewis, Whiteside, & Dikkers, 2014). With this as a backdrop, online education has been given a remarkable boost in consumer confidence, credibility, and growth (Lewis et al., 2014). Yet understanding student motivation in online education has shown this medium is still in its developmental infancy. Administrators are quickly making adjustments, as motivation factors heavily into student retention rates. Curriculum design, quality assignments, faculty communication, and student feedback all affect student engagement, satisfaction, and motivation. The online environment favors students who have basic technology capabilities, can manage time well, and desire independence. Administrators that support these features positively affect student success (Kranzow, 2013). This chapter will look into successful pedagogical strategies for administrators, curriculum designers, and faculty for the online environment.
Description
Keywords
online instruction strategies , student motivation , student success in online education
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess