What do our learners need to stay motivated in an online setting? And how can we, as instructors, design strategies that keep them focused, engaged, and contributing meaningfully to discussions when real-time interaction isn’t possible?

Laura H,

Learners in online settings often need a sense of connection, clear structure, and purposeful interaction to maintain their motivation.  Students thrive when they feel that their contributions matter, so utilizing strategies like personalized feedback, prompts that connect to real-world applications, and opportunities for engagement with their peers can help to keep things engaging, motivating, and meaningful.  As educators, we can design tasks that are easy to begin but have great learning outcomes, such as reflective questions and choice-based activities (this week's module is a great example of that).  Offering varied, well-designed tasks, we will reduce barriers to participation and help sustain engagement despite the face-to-face instruction with our students.   

I challenge you all to extend this topic by considering the following questions: 

• How can we balance flexibility with accountability in online courses so that learners feel supported but also remain actively engaged?

• In what ways can we design asynchronous activities that foster a sense of community and collaboration, even when learners are working at different times?

Tonya L.,

Jake S.

Reply from GARLAND COLLINS

Laura presented a very valid argument regarding the need for a “sense of connection, clear structure, and purposeful interaction” to maintain online asynchronous student interaction. To her point, Dunlosky et al. (2013) explains that many students who are believed to be left behind are in crisis because of the absence of easy-to-use techniques that can help them achieve their learning goals. Dunlosky et al (2013) identified several learning techniques that could be adopted by asynchronous online students to improve their learning. Laura posted two questions regarding student motivation. 

Question 1

• How can we balance flexibility with accountability in online courses so that learners feel supported but also remain actively engaged?

The typical adult learner has multiple competing priorities that can be distracting to online asynchronous learning. To be successful, commitment and flexibility are critically important. In terms of instruction, maintaining visible instructor presence is also important part of balancing flexibility and accountability. Instructors’ facilitation of per class/weekly check-ins is necessary to allow learners the opportunity to address issues or concerns. These check-ins can also be used as a key motivator; instructors can use the opportunity to highlight students that are excelling. Equally important is the need of the instructor to establish clear policies in terms of goals and deadlines. To allow for easier task completion and flexibility, assigned tasks can be broken down into smaller, more achievable goals.

Question 2

• In what ways can we design asynchronous activities that foster a sense of community and collaboration, even when learners are working at different times?

In online courses, the instructors’ core mission should be to keep every learner engaged and supported. Building a strong Community of Inquiry (CoI) is necessary to foster learning, engagement and motivation. Creating interactive groups and open forums can build learning communities that enhance learning, build a support system and gives each learner a sense of purpose. Providing each group member clear, attainable assigned tasks will further foster deeper engagement and cohesiveness. This will in turn motivate each learner to do their part in terms of accountability since they know the group is dependent on their individual effort.

Oct 10 7:46pm

Reply from TONYA LEWIS

Great questions.

Question 1:    

Reflecting on the reading of Dunlosky, self-regulated learning and practice testing are key strategies to enhance learners’ performance. The flexibility of online courses allows adults with busy, demanding schedules to study at their own pace. Accountability can be maintained when low-stakes practice testing and distributed practice are included. Using these strategies promotes engagement without the pressures of lengthy, high-stakes exams.

One of my classes included frequent formative assessments, reflection journals, and quizzes to encourage us to monitor our progress while still allowing schedule flexibility. Research has shown that practice testing not only boosts retention but also increases metacognitive awareness.

Question 2:

When designing asynchronous activities in a training environment, I think about how to keep people connected even when they are learning on their own time. Dunlosky (2013) discusses strategies such as elaborative interrogation and self-explanation, which encourage learners to ask “why” and “how” questions as they learn. In a training setting, this might include having participants share their insights in a discussion board, comment on a workplace scenario in a collaborative space, or provide feedback on one another’s ideas.

This approach works well in virtual training programs where participants post short reflections or describe how they would apply a new skill to their job. When others respond or build on those ideas, it creates a genuine sense of community even though everyone is logging in at different times. It turns the learning process from an individual activity into a shared experience where employees learn with and from each other.

Oct 3 8:17pm

Reply from JAKE SULLIVAN

To answer your first questions, I think that we can balance those two important things in online learning by using structured flexibility. Students often chose online learning because it offers needed freedom but without any checkpoints its easy to fall behind. For example, having weekly deadlines where a group of different assignments are due on the last day of the week, can allow for the student to plan their work accordingly and align it with what other things they have going on in their daily life. Additionally, having a clear course outline from the start of class can help keep people organized and give a big picture vision of how the course will play out. In my opinion, this helps keep students organized and know what to expect. Secondly, creating a sense of community in an online setting is always a struggle. However, one way that could be effective is building a collaborative resource bank, where students contribute articles or examples related to the topic and then comment on others’ submissions. This can allow for work to be completed over time yet contribute to other students findings. It makes you invest into what other students are bringing to the table.

Richard M.

Oct 6 11:28pm

Reply from JETT CORNELIUS ELAD

Learners in asynchronous environments often lose motivation because they lack immediate feedback and structure. I find that this challenge connects closely to Dunlosky et al. (2013), who emphasize that effective learning depends on how strategies are structured and spaced over time. Using distributed practice and self-testing can help students feel a sense of progress, which sustains motivation and accountability. This idea supports Brookfield and Preskill’s (2005) argument that learning communities thrive when participation is active and reflective, not passive. When instructors design online discussions that encourage practice and feedback, students can regain focus and confidence in their progress.

Moreover, discussion design plays a key role in motivation. deNoyelles, Zydney, and Chen (2014) show that integrating the Community of Inquiry framework helps learners feel connected through teaching, social, and cognitive presence. When discussions include problem-based prompts, peer facilitation, or audio feedback, students become more engaged and invested. I believe that these strategies make learning feel personal and meaningful, especially when instructor presence is balanced with student autonomy. Similarly, Wind (2020) stresses that thought-provoking questions encourage critical engagement, which keeps students participating actively in asynchronous spaces.

Additionally, the role of culture and inclusion cannot be ignored. Chang and Lim (2002) highlight that cross-cultural differences affect how students express social presence and interpret tone online. I think designing inclusive discussions that respect diverse communication styles helps build trust and motivation.

Combining cultural sensitivity with high-utility learning techniques like elaborative questioning (Dunlosky et al., 2013) and reflective dialogue (Brookfield & Preskill, 2005) promotes equity in participation. Altogether, these approaches create a learning space that is motivating, engaging, and respectful of different learners’ needs.

References
Brookfield, S., & Preskill, S. (2005). Discussion as a way of teaching (2nd ed.). Jossey-Bass.

Chang, T. T., & Lim, J. (2002). Cross-cultural communication and social presence in asynchronous learning processes. e-Service Journal, 1(3), 83–105.

deNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. MERLOT Journal of Online Learning and Teaching, 10(1), 153–165.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.

Wind, D. K. (2020, June 15). How to write discussion questions that actually spark discussions. EduFlow. https://www.eduflow.com/blog/how-to-write-discussion-questions-that-actually-spark-discussionsLinks to an external site.

Oct 10 11:06pm

Hello Group, 1,

Laura has given us some points to ponder regarding the aspects of balancing flexibility with accountability and promoting an asynchronous community. The suggestions given by Jake have added the need to structure weekly deadlines and collaborative resource banks to offer practical entry points. My role mate, Jettt, posted earlier and touched on instructor-led spaced learning tasks as in Dunlosky et al. (2013), and the Community of Inquiry (CoI) framework in deNoyelles et al. (2014). These ideas are worthy of sustaining motivation in the midst of foreseeable distractions.

It suffices to say that the earlier posts described above can be attuned to Self-Determination Theory (SDT). The theory explains that motivation is ignited by autonomy. Jake touches on the flexible weekly deadlines that allow students to "align it with what other things they have going on in their daily life." My colleague Jettt also adds the issue of developing competence in having low-stakes self-testing to understand one's progress. The contributions of peers can also serve as a resource bank, allowing students to learn from the diverse perspectives of peers. Adult learners with very tight schedules that lead to divided attention can develop mastery with tasks like reflective polls and mitigate procrastination without rigid synchronous demands. Self Determination Theory places emphasis on relatedness, which could blend with the connectivism afforded in the social presence of the CoI framework. Visual, low-screen tools like shared digital whiteboards can help students build self-direction while respecting screen-time tensions.

I have a question: How can we extend Jettt's focus on the cultural lens from Chang and Lim (2002)? How can we blend SDT and Connectivism to provide inclusive prompts that equitably motivate diverse age groups in asynchronous platforms? A deeper theoretical synthesis is needed to respond to the foregoing question. It is your turn, Group 1 Theoreticians.

REFERENCES

Chang, T., & Lim, J. (2002). Cross-cultural communication and social presence in asynchronous learning processes. e-Service Journal, 1(3), 83–105. https://doi.org/10.2979/esj.2002.1.3.83

denoyelles, A., Zydney, J., & Chen, B. (2014). Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions. MERLOT Journal of Online Learning and Teaching, 10(1). https://jolt.merlot.org/vol10no1/denoyelles_0314.pdf

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://www.jstor.org/stable/23484712

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806Links to an external site.

• Reply to post from RICHARD MENSAH, MBA, MPAReply

• Mark as UnreadMark as Unread

Karen P.

Tugce K.

Oct 10 11:44pm

Reply from RAMIRO GARCIA

There should be more attention paid to what "motivation" means to these kids rather than how to sustain and uphold motivation in an asynchronous setting. Perhaps the problem is not that students lack motivation, but rather that they are not receiving the usual and best cues for engaging in classroom activities, such as quick feedback, in-person interactions and expressions, and a feeling of a sense of belonging (peers). Online learning do not give access to these cues. With this it begs the question whether this lack of motivation stems from the lack of discipline the students possess or that students are inadequately given the resources they need to grow academically. 
Had they been placed in a different learning environment with different learning approaches that fulfill the needs of the students, would they be able to perform better? Finally, would it be fair to question the integrity and quality of these students without giving everything they require to perform at their best? It's true that with COVID-19 limiting what educators could provide makes it difficult and unfair - but it also questions whether this is fair for the students as well - this point in time when it came to learning made it difficult for all parties to perform their best. 

Oct 10 1:24pm

Reply from ELIZABETH SHAHEEN

We’ve read about how to structure online discussions to better engage students in our classes. As Brookfield and Preskill (2005) claim, “discussion is ideal…for exploring complex ideas and entertaining multiple perspectives” (p. 236). That is true, but that also means that sometimes students' views will be in conflict. Those of us who come from an individualistic culture may have no problem with this because our society prizes directness and self-expression (Chang & Lim, 2002). However, some of our students come from collectivist cultures, which emphasize the group over the individual.  How can we encourage students who come from more collectivistic cultures, in which group cohesion and opinions trump the individual’s perspective to feel free to express their ideas, even if they go against the group?

References

Brookfield, S., and Preskill, S. (2005). Discussion as a Way of Teaching (2nd Ed.). San Francisco, CA: Jossey-Bass

Chang, T.T., and Lim, J. (2002). Cross-Cultural Communication and Social Presence in Asynchronous Learning Processes, e-Service Journal, 1(3), 83-105. 

Oct 10 12:51pm| Last edited Oct 10 12:54pm

Reply from ELIZABETH SHAHEEN

I'm wondering what everyone thought about the Dunlosky et.al (2013) article about effective learning techniques and if you agree with the researchers' rankings. I think that designing effective learning activities in an online setting is key to motivating students, but which students are we thinking about? I agree with the high and moderate utility techniques but disagree that the "low utility" techniques are ineffective, particularly for nonnative speakers. In fact, many of those strategies are suggested to help language learners' comprehension and skill development. I know that most of you are not ESL teachers, but you will likely have nonnative speakers in your classes. Should we automatically reject the "low utility" techniques, even if they could benefit some students?

References

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.