What does the literature say about these internal and external motivations in online learning

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The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of learners and the instructor to create robust interaction and dialogue. Every learner is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each learner will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least 2 other posts from learners. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Learners are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow learners to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in 2-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Assignment Specifics

Part 1

Discuss the following:

  • What does education literature offer as some of the key factors that usually serve as motivation for adult learners to return to school?
  • What should the balance be between self-motivation and external motivation in online education?
  • What does the literature say about these internal and external motivations in online learning?
  • How important is cognitive load theory when considering learner motivation, whether childhood learners or adults?

Part 2

Discuss the following:

  • You are preparing to teach a 14-week course in business writing at the local penitentiary. How might you incorporate the principles of self-regulation into your instruction and into your assessment and evaluation of participants?
  • How do you relate the theory of self-efficacy to self-regulation and self-motivation in high school educational settings?
  • How might you have to take self-efficacy and self-perception into account if you are designing a classroom course for learners who will be in a mixed class of factory assembly workers, supervisors, and midlevel managers?
  • What obstacles can you see in trying to help eighth-graders learn the use of self-reflection in their learning processes?

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