Interaction and Motivation in Distance Learners

by
Kerry Bramlett, Mary Lu Epps, Sue Mahoney, and Marilyn Rice

Introduction

Interaction and motivation aid in the transfer of knowledge and are conducive to active learning (Murphy, 1996). Various types of interaction and motivation aid in reaching various types of learners (Moore and Kearsley, 1996). Increased interaction can improve learner motivation, achievement, and attitude toward learning. Three types of interaction have been identified by Moore (1989): learner-content, learner-teacher, and learner-learner. In addition, a fourth type of interaction has been identified: learner-interface interaction (Hillman, Willis, and Gunawardena, 1994). Examples of the various types of interaction include the following: teacher-learner interaction: questioning strategies, learner-content interaction: group discussion and case studies, learner-learner interaction: role playing and discussion, and learner-technology: synchronous and asynchronous communication (Dillion and Gunawardena, 1995; Paulsen, 1995). Keller (1987) offers methods of securing motivation in the classroom with the ARCS model which emphasizes attention, relevance, confidence, and satisfaction as means of providing motivation. Questioning and varying the types of activities help to stimulate learner interest. The interactions should be relevant to the subject content of the class. This may be accomplished using good orientation strategies such as goal-oriented or process-oriented relevance (Quinn, 1997). Another strategy is the use of scaffolding, helping the student relate the lesson content to their present knowledge base by anchoring the instruction in an actual situation (Brown, Collins, and Duguid, 1989; Cognition and Technology Group at Vanderbilt, 1992). Confidence-building strategies may include the use of suspense in lesson presentation to be followed with successful realization of the lesson objectives. Satisfaction is an important motivating factor and can be provided in the lesson by using relevant, problem-based lessons, situations, and examples to which students can easily relate (Choi and Hannafin, 1995). Positive feedback and equity of performance requirements also provide basic motivation to a lesson (Keller, 1987).

In this training project about interaction and motivation, it is our goal to present two lessons which will demonstrate the various form of interaction and motivation that have been described. One lesson is directed to the K-12 audience and the other lesson is directed to the university level audience. Each lesson contains goals and objectives with an evaluation section that follows the lessons. In an effort to promote the transfer of learning, these lessons are presented as examples of interaction and motivation in the classroom. The lessons are examples of situated cognition and problem-based learning offering examples of anchored instruction in situations that attempt to deal with real-life problems and concerns.

General Overview

This training project is not a typical 30-60 minute "lesson" which can be used to learn a skill in using software or a process in learning a skill. This training project is more of an interpersonal subject which utilizes teaching by doing examples. This process can not be completed in a 1-3 hour session. It requires a longer period of time. In this process, the student works directly with the four aspects of interactivity in distance education: As a result, more time is needed to allow for the hands-on demonstrations over time of each of the four aspects.

Developed by Kerry Bramlett, MaryLu Epps, Sue Mahoney, and Marilyn Rice; this project is being presented in a Lesson Plan format. This allows for a method of demonstration to the students on how to incorporate this process for enhanced interaction and motivation into their classes that they are teaching or participating in.

Finally, this training project is also unique in that it calls for a different way of learning it. It requires that part of it be taught in a group arrangement, not only on an individual basis.

Educational Applications

Training Audience Learner Characteristics Learner Objectives

Using the Tool

Pre-Course Survey

I. Basic computer operation

___Level 1- I do not use a computer.

___Level 2 - I can use the computer to run a few specific, pre-loaded applications. It has little effect on either my work or home life. I am somewhat anxious I might damage the machine or its programs.

___Level 3 - I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the scrapbook, clock, notepad, find command, and trash can.

___Level 4 - I can run two applications simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer. I use techniques like ALT-TAB to work with multiple programs. I look for programs and techniques to maximize my operating system. I feel confident enough to teach others some basic operations.

II.Technology Integration

___ Level 1 - I do not see the need to blend the use of new technologies into my classroom learning activities.

___ Level 2 - I would like to blend the use of new technologies into my classroom learning activities more often than I do, but there just isn't much time or enough access to equipment and I need more help understanding what strategies will work and how to do it.

___ Level 3 - From time to time I encourage my students to employ new technologies to support the communicating, data analysis and problem solving.

Please list examples. Do you make suggestions?

___ Level 4 - I frequently encourage my students to employ new technologies to support the communicating, data analysis and problem solving. We have moved dramatically toward a more student-centered, technology-supported kind of classroom.

Please list examples. Do you make suggestions?

III. Interaction

___ Level 1 - I do not see the need for interaction in my classroom.

___ Level 2 - I would like to blend more interaction into my classroom learning activities more often than I do. I need more help understanding what strategies will work and how to do it.

___ Level 3 - From time to time I encourage my students to interact with each other.

Please list examples. Do you make suggestions?

___ Level 4 - I frequently encourage my students to employ new strategies to promote multiple-level interaction in the classroom. We have moved dramatically toward interaction taking place between the learner and the content, the learner and the instructor, and between learners.

Please list examples. Do you make suggestions?

This scale was borrowed and modified from the original Mankato (MN) Schools Scale. It may be copied by public schools and non-profit organizations. Bellingham Public Schools, 1306 Dupont, Bellingham, WA.

The Lesson Plan

Objectives

1. The learner will read selected literature on interaction and motivation in distance education

2. The learner will complete sample lesson plan templates with appropriate interaction and motivation activities.

3. The learner will independently complete a lesson plan for a distance education class.

Focus

The learner will download selected readings in Interaction and Motivation from the Resources. (L-C)

Guided Practice

1. Right Brain/Left Brain Activity

2. Download this activity from FirstClass and complete. (L-T)

3. Place the completed form in the designed location in FC (L-T)

4. Write in word processor and send as an attachment to the professor a reflection on what you discovered from this "Brain" activity. (L-I, L-C, L-T)

5. Review everyone else's results from the activity and begin a discussion via chat, e-mail, etc. with whomever you feel you may be able to constructively share ideas with. (L-L, L-C)

6. Choose groups (L-L, L-C)

 

Brain Quiz

We all know whether we are left-handed or right-handed, but how many of us can say whether we're left-brained or right-brained? Here's a quick quiz that will give you some idea.

Circle the number that corresponds to the questions that describe you. The side of the brain which has the greater number of "yes" responses is probably dominant. If, however, the number is fairly equal, consider yourself lucky! You are probably using both sides of your brain about equally.

Right Brain
1. Can you remember melodies better than song lyrics?

2. Can you have difficulty in remembering people's names?

3. Do you tend to invent words rather than name them? (EX: "whatchamacallit")

4. Can you do map work easily?

5. Can you recall memories of past events in terms of tastes and smells?

6. Do you do well at geometry?

7. Do you like to write poems or make up stories to tell?

8. Can you concentrate very deeply, but not always when you'd like?

9. Can you read maps better when you rotate them to match the direction in which you are traveling?

10. Do you find that you can often read other people's minds?

11. Can you remember faces better than names?

12. Do you prefer tests where you write the answers out yourself?

13. Can you tell when a person is happy or sad?

Left Brain
1. Can you remember song lyrics better than the melody?

2. Do you learn new words easily?

3. Do you find it easy to plan ahead?

4. Can you remember chronological events fairly well?

5. Is your writing clear and logical?

6. Can you force yourself to concentrate?

7. Do you notice small problems quickly? (EX: missing buttons)

8. Do you have a good sense of direction and an ability to follow verbal directions?

9. Can you shift moods when you need to and put personal feelings aside?

10. Do fractions come easy to you?

11. Can you remember names better than faces?

12. Do you prefer tests where the answers are given and you pick the best one?

13. Do people have to tell you when they are happy or sad?

 

Independent Practice

Assignment: In chosen groups, prepare a lesson plan that allows students to experience all form of interactions Learner-Content, Learner-Instructor, and Learner-Learner

Each group presents their lesson plans the class (L-C, L-I, L-L)

Closing/Evaluation

The learners provide feedback to the instructor on the results of the assignment

Overall Evaluation

1. What did you like best? and why?

2. What did you like least? and why?

3. What questions were not answered (ones you had)?

Rate on the likert scale below the following

1 = best 5 = not acceptable 6 = no comment

4. Presentation
Organization and structure
5. Other topics that could be helpful.

6. Level of Interactivity

7. What did you find to be some motivating factors in this lesson?

8. Were the following elements of motivation present in this lesson?

 

K-12 Lesson Plans

The following are two lesson plans that promote motivation and interaction. The following standards are used to demonstrate these concepts (http://www.sosc.osshe.edu/cetl/workshop/chap8.htm):

I. Create positive attitudes by:

1. creating a good first impression,

2. establishing an expectancy for success

3. creating a positive self-concept for learning (by encouragement and self-control)

4. setting clear goals

II. Meet the needs of learners by:

1. ensuring that he/she is responsive to learner needs

2. letting the learners feel safe

3. creating an environment where learners feel they are accepted and respected group members.

4. satisfying and respecting the learners' self-actualization needs within the content.

III. Stimulate students by:

1. maintaining the learner's attention

2. building the learner's interest

3. developing the learner's involvement.

IV. Affect (Emotions Encouraged)

V. Competent and successful feelings reinforced

VI. Students remained aroused and stimulated

The following link is a narrative from CyberSchool, an Internet-based program in Oregon that offers credit-bearing classes to high school students around the world (http://CyberSchool.4j.lane.edu/About/CSClass/CSClass.html). Please read it and then note the following observations of the motivation and interaction involved.

Motivation and Interaction are shown in this lesson:

I. Positive attitudes:

II. Needs of the learner: III. Students stimulated: IV. Emotions encouraged: V. Competent and successful feelings reinforced: VI. Students remained aroused and stimulated:

The second lesson plan was created for 8th grade students. It is a six week research unit about the Holocaust. Students must have access to a computer with Internet access and e-mail. Constant communication between learner and teacher will occur through e-mail.

Focus

The learner will download a Hyperstudio introduction to the Holocaust that will be e-mailed by the instructor (L-C)

Guided Practice

  1. The instructor will e-mail and introduction to students with expectations, unit outline, and deadlines as well as various WWW URLs pertaining to the Holocaust. (L-T)
  2. Students will be asked to choose a specific topic within the Holocaust to research in pairs (i.e. Kristallnacht, Auschwitz, Anne Frank, etc.). A list of topics will be given to students. (L-C and L-L)
  3. Students will locate various WWW sites pertaining to their topic. (L-C)
  4. Learners will locate and subscribe to a listserv that discusses their topic of the Holocaust in general.

Individual Practice

  1. Students will individually write a paper describing their topic. (L-C)
  2. Students will peer-edit each others' papers. (L-L)
  3. Students will create a final presentation of their topic.

Motivation and Interaction are shown in this lesson:

I. Positive attitudes II. Needs of the learner III. Students stimulate IV. Emotions encouraged V. Competent and successful feelings reinforced VI. Students remained aroused and stimulate  

References

Brown, S. B., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Choi, J-I, & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53-69.

Cognition and Technology Group at Vanderbilt. (1992). The Jasper Experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(2), 21-29.

Kearsley, G. (1995). [On-line] The nature and value of interaction in distance learning. George Washington University, Washington DC. Available at: http://www.gwu.edu/~etl/interact.html. [1998, February 2].

Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance & Instruction, 26(9), 1-7.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26(10), 1-7.

Moore, M. G. and Kearsley, G. (1996). Distance education: A systems view. New York: Wadsworth Publishing Company.

Murphy, K. (1996). Enhancing interaction in Turkish distance education. Paper presented at Turkey's First International Distance Education Symposium, Ankara, Turkey.

Paulsen, M. F. (1995). [On-line] The online report on pedalogical techniques for computer-mediated communication. Available at: http://www.hs.nki.no/~morten/cmcped.htm

Quinn, C. N. (1997). [On-line] Engaging Learning. Instructional Technology Forum. FORUM@UGA.CC.UGA.EDU). Available at: http://itech1.coe.uga.edu/itforum/paper18/paper18.html.

Stelzer, M. and Vogelzangs, I. Chapter 8: Isolation and motivation in on-line and distance learning courses. [On-line]. Available at: http://www.sosc.osshe.edu/cetl/workshop/chap.htm [1998, February 2].
 

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