Motivation Concepts Applied to Web-Based Education - Essay Example

Motivation Concepts Applied to Web-based Education Table of Contents I. Introduction ………………………………………………………………… 3 II. Relationship between Internet-based Technology and On-line Distance Learning ………………………………………………………… 3 III. Effective Learning Motivation in Web-based Education ……………… 4 IV. Discussion …………………………………………………………………. 6 V. Conclusion ………………………………………………………………….. 6 References …………………………………………………………………………. 7 - 9 Introduction As part of globalization, the utilization of a virtual classroom exclusively for distance learning has significantly increased over the years. In fact, the number of online enrollees increased from 194,580 in 2000 to 1,518,750 students in 2006. (Foster & Carnevale, 2007) In line with the increasing demand for web-based education, there is a strong need for educational institutions to enhance the quality education they offer in a virtual classroom. For this study, the researcher will conduct a literature review with regards to the possible ways on how on-line teachers could effectively motivate the students within a virtual classroom. Based on the gathered peer-reviewed journal, the researcher will analyze and discuss the most effective way of applying the concept of motivation to web-based education. Relationship between Internet-based Technology and On-line Distance Learning The use of the Internet and other related technologies has made a significant increase over the past ten years. (Lavooy & Palmer, 2003) In line with the rapid development on Internet-based technology, necessary changes within the modern educational system have gone through a lot of major restructuring. Each year, a lot of local colleges and universities have been investing a lot of money in developing reliable and real-time web-based technology to support the existing demand for on-line classes offered to distance learning students. (Ewing-Taylor, 1999) In order to provide a world-wide virtual teaching and learning, a virtual classroom is highly dependent on the use of a computer-based technological system. According to Karasavvidis et al. (2003), the learning and teaching behavior of students and on-line teachers is one of the most important factors that contribute to the success of web-based education. Since the physical interaction and communication between the students, faculty members and teachers in on-line distance learning is very much different from the education delivered within a traditional classroom, it remains a challenge for virtual teachers to motivate their students to study on their own up to such point that the student would successfully finish the entire on-line course. Effective Learning Motivation in Web-based Education A Problem-Based Learning (PBL) is a constructivist approach to learning that uses problem-solving in order to develop the students’ acquisition of critical knowledge, students’ participation in team work, and the practice of self-directed learning approach. (Harper-Marinick, 2001; Barrows & Tamblyn, 1980) According to Duch (2001: 47 - 54), a good PBL problem should effectively increase the students’ learning interest as well as motivate them to become self-directed in learning and understanding the theories and concepts the facilitator will introduce to them. Since the development of the Information and Communication Technology (ICT), educators have exerted a lot of effort in trying to incorporate the PBL approach to learning into the Web-based learning environment. (Pelletier et al., 2001; Varanelli & Baugher, 2001; Dennen, 2000) ICT is normally used as a communication platform which enables the students and the facilitator as well as the student-to-student to discuss the subject matter within a small group1. The Web technology such as e-mail, bulletin board or chat facilities are also used as an effective communication tool in web-based education. Several study shows that the continuous collaboration among the students and facilitators effectively increases the learning motivation of the students. (Pelletier et al., 2001; Song, 2001; Sorensen & Takle, 2001; Harasim et al., 1997) The application of the PBL in web-based learning environment promotes a synchronous and interactive collaboration between the students and facilitators as well as among the students since this approach can be used in engaging the students to work collaboratively within a small group as the students brainstorm for new ideas that can be used in solving a problem. (Friedman & Deek, 2002; Duch et al., 2001: 3 - 12) In general, Interactive Collaborative Learning (ICL) can be used to enable the students to develop peer relationship which could motivate the students to achieve success in the completion of the educational program. (McLouglin & Luca, 2002; Dennen, 2000) The problem with studying or solving a problem alone is that failure to find a solution to the problem could increase the students’ anxiety in learning. (Harasim et al., 1997) As a result, the students become less motivated and satisfied with the web-based learning process. Therefore, the role of the teacher as a facilitator is to be either a meta-cognitive coach or cognitive coach to the students instead of the traditional knowledge-disseminator to the learners. (Edelson et al., 1996: 151 - 164) For instance, facilitator could provide the students with an integrated online resources that can enable the students to easily solve the case problem given to them. Discussion The integration of PBL approach to learning could increase the learning motivation of students who are enrolled in a web-based education since the use of the ICT is an effective tool in promoting an integrated collaborative learning among the students and facilitator. Facilitators should also provide the on-line students with an immediate feedback with their submitted work in order to increase the students’ motivation in learning. (Sahin & Egitim, 2008) However, some students may encounter difficulty with on-line education since most of the first-time users are unfamiliar with the web-based learning procedures. (White, 2001: 69 - 78) To avoid problems with the use of a web-based education, facilitators should provide the students with a proper introduction or an easy step-by-step procedures on how to make full use of the web-based learning environment. Conclusion There are many ways wherein on-line facilitators could effectively motivate the students who are enrolled in a web-based education. Selecting the best learning approach is one way of increasing the students’ interest on a given subject matter. Just like PBL, selected learning approach should be collaborative since learning alone could de-motivate most of the students who are taking an on-line courses. Another way to increase the students’ motivation is to ensure that facilitators are able to provide the students with an immediate feedback on their learning performance. References: Barrows, H., & Tamblyn, R. (1980). Problem-Based Learning: an Approach to Medical Education . New York: Springer. Dennen, V. (2000). Task Structuring for On-line Problem-based Learning: A case study. Educational Technology and Society , 3(3):329 - 336. Duch, B. (2001). Writing Problems for Deeper Understanding. In Duch B.J., Groh S.E. & Allen D.E. (Eds.). The Power of Problem-Based Learning. Virginia: Stylus Publishing. Duch, B., Groh, S., & Allen, D. (2001). Why Problem-based Learning? A Case Study of Institutional Change in undergraduate education. In Duch B.J., Groh S.E. & Allen D.E. The Power of Problem-Based Learning. Sterling, Virginia: Stylus Publishing. Edelson, D., Pea, R., & Gomez, L. (1996). Constructivism in the Collaboratory. In Wilson B.G. (ed.) Constructivist Learning Environment: Case Studies in Instructional Design. Englewood Cliffs, New Jersey: Educational Technology Publication Inc. Ewing-Taylor, J. (1999). Student Attitudes toward Web-Based Courses. Retrieved March 25, 2008, from http://wolfweb.unr.edu/homepage/jacque/research/student_attitudes.html Foster, A., & Carnevale, D. (2007, April 10). Distance Education Goes Public. Retrieved March 25, 2008, from http://continuing-education-online.blogspot.com/2007_04_01_archive.html Friedman, R., & Deek, F. (2002). The Integration of Problem-based Learning and Problem Solving Tools to Support Distributed Learning Environments. Boston, MA: Paper presented at the 32nd ASEE/IEEE Frontiers in Education Conference. Harasim, L., Hiltz, S., Teles, L., & Turoff, M. (1997). Learning Networks: A Field Guide to Teaching and Learning Online. Cambridge, MA: The MIT Press. Harper-Marinick, M. (2001). Engaging Students in Problem-Based Learning. Retrieved March 26, 2008, from http://www.mcli.dist.maricopa.edu/forum/spr01/tl1.html Karasavvidis, J. e. (2003). Exploring the Mechanisms through which Computers Contribute to Learning. Blackwell Publishing. Lavooy, M., & Palmer, S. (2003). Computer Mediated Communication Online Instruction and Interactivity. Journal of Interactive Learning Research , 14:157 - 166. McLouglin, & Luca. (2002). A Learner-centered Approach to Developing Team Skills through Web-based Learning and Assessment. British Journal of Educational Technology , 33(5):71 - 82. Pelletier, J., Ness, G., & Murphy, R. (2001). Problem-Based Learning Using Web-Based Group Discussions: A Positive Learning Experience for Undergraduate Students. In Crawford C. et al. (Eds.) Proceedings of Society for Information Technology and Teacher Education International Conference 2001. (pp. 1149 - 1154). Chesapeake, VA: AACE. Sahin, S., & Egitim, G. (2008). The Relationship between Student Characteristics, Including Learning Styles and Their Perceptions and Satisfaction in Web-based Courses in Higher Education. Turkish Online Journal of Distance Education , 9(1):123 - 138. Song, T. (2001). A Study on Web-based Small Group Collaboration for Cyber Mathematics Education. Paper presented at the International Conference on Computer in Education 2001 (ICCE 2001). Seoul, Korea. Sorensen, E., & Takle, E. (2001). Collaborative Knowledge Building in Web-based Learning: Assessing the Quality of Dialogue. Retrieved March 26, 2008, from http://www.iitap.iastate.edu/ksplitt/homepage/EDMEDIAfinal.html Varanelli, A., & Baugher, D. (2001). A Problem-based, Collaborative Learning Approach to Distance Education at MBA Level: e.MBA @ PACE. Business, Education and Technology Journal , (Spring):36 - 44. White, H. (2001). Getting Started in Problem-based Learning. In Duch B.J., Groh S.E.& Allen D.E. (eds) The Power of Problem-Based Learning. Sterling, Virginia: Stylus Publishing. Read More