Designing and facilitating online learning experiences requires a varying skill set that not only guides the student but lays the foundation for success. Facilitation skills are important and change the extent of student and instructor involvement and affect the success or failure of the program. Motivation in my opinion ties this all together, motivation provides the spark behind the learning fire, motivation sets the stage for how the information is received, presented and understood. Motivation of others are portrayed through actions and commitment and even if only perceived help feed the flames of learning for both student and facilitator.
Dunlap, Lowenthal, (2018) builds on collaboration and interactivity as discussed with well-defined expectations key to engagement and successful principles. Blended learning environment, however, require expanded teaching skills that adjusts to the differences and similarities between face-to-face and online Vaughan, Cleveland-Innes, & Garrison, (2013). Over the last 20 years the online environment has gone through huge changes and tremendous growth in understanding the skill set needed within such a diverse and growing environment. Boettcher. (2011) research describe the ten best practices for teaching online to provide a satisfying learning environment for both faculty and student. His study points to a need for clear communication, supportive community, and clear expectations. (group and individual, customized learning experience)
Motivation also contributes to how well virtual or online teams interface, In Lam, Chua, Williams, and Lee (2005) understanding and recognizing the maturity level within the virtual teams and how the different profiles are used? can either enhance or detract from the learning experience. Thus, knowing the audience, determining the characteristics and student profile types to provide active involvement within the groups, will allow the facilitator to minimize issues within the group’s dynamics. Motivation, commitment and drive plays an important role in success while providing the students with programs designed to meet their learning needs.
How we learn can also be affected by motivation, Bonk & Khoo (2014) elaborate on meeting these specific goals by providing the learning environment suited for the following groups of learners. Verbal and auditory learners, reflective and observational learners, visual learners, and hands on learners may all require a variation in how the facilitators approach is perceived. Expanding on the R2D2 model that examines the learners needs through the acronym TEC-VARIETY (Tone, Encouragement, Curiosity, Variety, Autonomy, Relevance, Interactivity, Engagement, Tension, Yielding Products). Based on the motivational framework through enhancing web pedagogy into a few principles or ideas that, when combined, can dramatically increases the chances for online learning success. This study examined factors that affected the success and failures of the program, looking at learner circumstance, course design and communication factors as well as technological factors cross referenced with the role motivation plays throughout.
References
Bonk, C. J. and Khoo, E. (2014) ‘Adding some TEC-VARIETY: 100+ activities for motivating and retaining learners online’, p. 367. doi: 978-1496162724.
Boettcher, J. V. (2011) ‘Ten Best Practices for Teaching Online’. Available at: http://www.designingforlearning.info/services/writing/ecoach/tenbest.html.
Dunlap, J. C. and Lowenthal, P. R. (2018) ‘Online educators’ recommendations for teaching online: Crowdsourcing in action’, Open Praxis, 10(1), p. 79. doi: 10.5944/openpraxis.10.1.721.
Lam, W. et al. (2005) ‘Virtual teams: Surviving or thriving?’, ASCILITE 2005 – The Australasian Society for Computers in Learning in Tertiary Education, pp. 357–360. Available at: http://www.scopus.com/inward/record.url?eid=2-s2.0-84870811803&partnerID=tZOtx3y1.
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). T. in blended learning environments: C. and sustaining communities of inquiry. A. U. P. C. 3: F. (pp. 45-61).