Motivational Factors in the Online Classroom I believe motivation plays an important role in what we learn and why we learn.

There are various reasons and factors why learners decide to learn in an online environment be it extrinsic or intrinsic. Some of these reasons and factors can be applied to the principles of adult learning. Lieb identified six motivating factors for adult learners: social relationships, external expectations, social welfare, personal advancement, escape/stimulation, and cognitive interest. (Lieb) Although all these factors are not present in all adult learners reasoning to learn but I believe it creates a basis. I think the most powerful motivating factor is through intrinsic means. According to Knowles as an individual matures his motivation to learn become internal. (Knowles, 1978) If I had an opportunity to motivate online learners using Kellys ARCS model I would use the following strategy. 1. Pre-course attitudes of students toward distance learning a. Attention New students create a friendly and professional environment. Establish class policies and procedures. Get to know students by having students introduce themselves and reflect on an interesting topic. b. Relevance Try to provide problem-based scenarios or application to what they already know through transference. c. Confidence Provide positive feedback and constructive criticism. d. Satisfaction Build lessons for initial low level to appropriate high level of difficulty. 2. Midterm attitudes toward online learning a. Attention Continue to strength rapport with students through classroom discussion and personal messaging. Open and quick response communications for student concerns. b. Relevance Provide concrete adaption to job or future job through real life situations. Plan a lesson for student to implement new learned skills c. Confidence Allow for students to share what they have learned via forum d. Satisfaction - Continue to motivate students through intrinsic and extrinsic means. Praise 3. Student reactions to the course content a. Attention Revisit established pacing guides for students to monitor course content. b. Relevance Course outcome and projected expectations

c. Confidence - Student Feedback d. Satisfaction Continue encouragement and praise 4. Characteristics of student support during the course a. Attention Minimal b. Relevance Open communication to the instructor for help. c. Confidence Continued feedback d. Satisfaction Quick turnaround for support 5. Examples of motivational tactics to be used in motivation change a. Attention Established rubric for grading, expectations for desired grades b. Relevance Provide Supplemental resources c. Confidence Share personal and professional experiences to students. d. Satisfaction Rewards for students who completed the assignment early through established rubric. Personal encouragement

Knowles, M.S (1978): The Adult Learner: a Neglected Species 2nd edition, Houston: Gulf Publishing Company, Book Division. Lieb, S. "PRINCIPLES OF ADULT LEARNING." N.p., 1991. Web. 23 Feb 2011. <http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults2.htm>.

Keller, J. M. (June 1, 1999). Using ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching & Learning. Retrieved from: http://library.waldenu.edu