My experience as an online educator informs my approach to instructional design in the eLearning environment. Learners who approach their education with a sense of  curiosity are most likely to succeed, however, not all learners have this intrinsic motivation to learn, particularly in subjects they find challenging or uninteresting. Some may struggle to keep up in the online environment if their previous educational experiences have not supported the development of metacognitive skills like time management, goal setting, and reflection. Further, learners sometimes miss the connection between what they learn in class and what they will be expected to know once they join the workforce. Beyond teaching core concepts and skills, I aim to spark the innate desire to learn, to encourage self-actualized learning, and to demonstrate the importance of professionalism. Intrinsically motivated students, who take ownership and pride in their work, can excel throughout their college and professional careers. 

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CONFIDENCE

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In order to find motivation, students must believe they are capable of learning. As an educator and designer, I can help foster a love of learning by working with students to build confidence. In my work with students at a college writing center, I saw the transformative power of confidence. I often worked with students who viewed subpar performance on challenging assignments as a measure of potential learning ability and were, understandably, discouraged. During their visits to the center, we spent time breaking down concepts one by one. I encouraged students to find and correct their own mistakes and to reflect on their progress. In subsequent visits, their writing improved, and their confidence grew. Instead of being sidetracked by perceived failures, they were able to adopt a growth mindset, which allowed them to fully engage in coursework. My experience with these students showed me the importance of confidence in relation to motivation. To help build learner confidence, I can recognize achievement and effort by including learning activities that offer formative feedback. I can frame corrective feedback constructively by offering specific recommendations for improvement and noting when improvements have been made. 

 

MOTIVATION 

 

To expand my thoughts about motivation, I feel students often need to understand the "why" behind the task. When meaningful tasks seem like busy work because objectives have not been clearly stated or understood, students may be tempted to rush through assignments. If they do not understand what they are supposed to be learning, their desire to obtain a good grade may surpass their willingness to learn key concepts. For this reason, it is important to demonstrate relevance at the beginning of a lesson or module. In the course I previously taught, students learned to influence an audience through writing by supporting ideas with research, properly citing sources, providing analysis of peer work, applying revision notes, and creating a polished project. Each step of this process was designed to help develop critical thinking, planning, and self-reflection skills as well as to teach students how to effectively communicate in a professional environment. As was the case with this course, my goal is always to help students make connections between learning objectives, assignment expectations, and professional competencies. Objectives can be clearly stated in assignment instructions, communicated through supporting materials, and reinforced through instructor feedback.

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RELEVANCE

 

Another way to promote the intrinsic desire to learn is to design assignments that connect learning objectives to real-world pursuits. Relevance can be established through experiential activities that promote hands-on learning. This was especially important in my role as an English educator because many of my students underestimated how important written communication would be in their future careers. Assignments with practical applications in a chosen field can enhance student understanding of course objectives. Students may discover aspects of their careers they may not have previously considered, which can encourage reflection on how they will perform in their chosen industries. The challenge to be qualified in highly competitive fields can be a huge motivating factor for any young professional entering the workforce. 

 

eLEARNING   

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eLearning tools have the power to deliver educational opportunities to diverse student populations, but the task of motivating students may be more difficult in the online environment, which can be isolating for both students and instructors. The online instructor must work to make a connection with each student and can do so by being active and involved in course communications. Students should be encouraged to utilize office hours for one-on-one discussions, and the instructor should aim to conduct online workshops to provide

synchronous classroom experiences. Students should feel comfortable contacting the instructor with concerns or questions, with the faith that they will receive a thoughtful and timely response. It is also the online instructor's duty to foster peer connection and promote the use of Web tools. In their future careers, students will have to collaborate with colleagues, often remotely.  Peer revision and group collaboration conducted via discussion boards and Web-conferencing platforms stimulate peer-to-peer communication, promote accountability, and encourage a sense of community. A main goal of online instruction is to encourage students to acquire skills they will need to collaborate effectively in our technologically inclined world. 
 

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THE BIG PICTURE - LIFELONG LEARNING

 

As a lifelong learner, I see education as an ever-evolving journey toward achieving tangible, measurable outcomes. Our attitudes about learning change as our goals change and are often influenced by our career choices. I want my students to see the connection between the skills they learn in my class and the skills they need to succeed in the professional world. I welcome the challenge of inspiring students' curiosity in a subject they previously found uninspiring or difficult. Further, I hope that by succeeding in subjects in which they initially lacked confidence, my students will feel empowered. If students leave my course, or a course I have designed, with new confidence in their ability to learn, I will feel successful.