Student Motivation in Online Courses

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cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorPrice, Gregory
dc.date.accessioned2016-12-01T23:54:29Z
dc.date.available2016-12-01T23:54:29Z
dc.date.issued2016
dc.description.abstractStudent 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/597
dc.language.isoen
dc.publisherCreateSpace
dc.publisher.institutionCity University of Seattle (CityU)
dc.relation.ispartofSupporting the Success of Adult and Online Students
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectonline instruction strategies
dc.subjectstudent motivation
dc.subjectstudent success in online education
dc.subject.lcshWeb-based instruction
dc.subject.lcshMotivation in education
dc.titleStudent Motivation in Online Courses
dc.typeBook Chapter
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