Elements of Motivation for Adult Learners in Distance Education
Storyboard By Christine Wallo
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Volition Instructor Immediacy Collaborative Construction of
Knowledge Peer and Family Support
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Selective Attention (protective function volition) Kuhl, 1984,
p. 216 shields the current intention by inhibiting the processing
of information about competing action tendencies.
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Encoding Control: facilitates the protective function of
volition by selectively encoding those features of incoming
stimulus that are related to the current intention and ignoring
irrelevent ideas.
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Emotion Control: managing emotional states to allow those that
support the current intention and suppress those, such as sadness,
in regard to a competing intention that might undermine it.
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Motivation control: maintaining and reestablishing saliency of
the current intention especially when the strength of the original
tendency is not strong. (I must do this even though I dont really
want to.)
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Environment control: Creating an environment that is free of
uncontrollable distractions and making social commitments, such as
telling people what you plan to do, which help to protect the
current intention.
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Parsimonious information processing: Knowing when to stop,
making judgments about how much information is enough and making
decisions that maintain active behaviors to support the current
intentions.
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There is empirical evidence indicating that the use of
volitional strategies is related to decreased delay of
gratification, increased effort, and better time and study
management.
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The prevalance of the internet has profoundly affected many
aspects of society, including higher education where the demand for
online learning is growing exponentially. Baker, C. (2010) The
impact of instructor immediacy and presence for online student
affective learning, cognition and motivation. The Journal of
Educators Online, (7) 1 pp. 1- 25. Tarleton State University.
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Interaction is at the heart of the learning experience and is
widely cited as a defining characteristic of successful learning in
both traditional and online learning environments. (Picciano, 2007;
Swan, 2002; Wanstreet, 2006)
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Moores transactional distance theory explains why the use of
electronic communication tools may encourage interaction among
learners and the instructor in an online environment the quality of
teaching and interactions among students and the instructor relates
less to geographical separation and more to the structure of the
course and interactions.
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Communication immediacy is a concept proposed by Mehrabian
(1971) refers to physical and verbal behaviors that reduce the
physicalogical and physical distance between individuals.
Non-verbal immediacy includes physical behaviors (leaning forward,
touching another, looking in anothers eyes, etc.)
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Verbal immediate behaviors are not physical behaviors (giving
praise, humor, using self-disclosure). Much of the immediacy
research in web- based courses has centered on the instructors use
of verbally immediate behaviors (e.g. instructor immediacy).
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Social Presence is the feeling group members communicate with
people instead of impersonal objects. Restricted communication
channels decrease social presence within the group. Instructors
must be seen to be perceived as present in online learning
communities (Picciano, 2002).
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In online world presence requires action (Blignaut &
Trollip, 2003) Online presence is established when instructors
develop: Consistent patterns of interaction Communication
accessibility They provide consistent and substantive feedback,
moderate discussion effectively, and provide content expertise
through discussion posts to re-start stalled discussions.
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(Anderson et al, 2001) Indicators for establishing instructor
presence during direct instruction and includes presenting content
and questions, focusing the discussion on specific issues,
summarizing discussion, confirming understanding, diagnosing
misperceptions injecting knowledge from diverse sources and
responding to students technical concerns
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Attitudes & values aresometimes referred to as the
affective domain. (Krathwohl, Bloom & Masia 1964) As learned
dispositions they may modify the behavior of the individual towards
classes of things, persons or events. In doing so they affect the
choices he makes of his own personal actions (Gagne, p. 4)
(Gagne, p.5) The various process of an act of learning can be
influenced by events external to the learner. Thus, as an example,
the way in which information to be learned is coded to enter long-
term memory may be influence by a suggested coding provided by a
picture or diagram
