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Motivating Students Through Online Learning and Technology Tools

Cheryl Jones-Gage

Education Media Design and Technology MS

Full Sail University

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Motivating Students Through

Online Learning and Technology Tools

Introduction
Literature Review
Methodology
Results
Conclusion

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Motivating Students Through

Online Learning and Technology Tools

Abstract

My Action Research Capstone project is focused on motivating students through online learning with the help of

iPads, computers, cell phones and social media

sites to complete assignments/lessons.

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Motivating Students Through

Online Learning and Technology Tools

Literature Review

Children are growing up in a multimedia interactive world with computers, cell phones, video games and social networking sites available to keep them entertained. Sitting in a classroom with traditional notebooks, pencil and paper was no longer the best way to motivate students or promote learning. To keep students motivated they must be engaged in multimedia environments, given choices in learning and use applied brain-based research for success. This literature reviewed how to motivate students, how to use knowledge of how the brain works and how to use online learning environments to increase learning. If students were motivated, they pay attention more during course activities, use effective learning and study strategies with time and care, and seek help from others through collaboration (Jones, 2009).

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Literature Review

Motivating Students to Learn
Brain Based Learning
Online Learning Environments

Motivating Students to Learn

Teachers have found that the greatest challenge in teaching students was motivating them to learn. Wilhelm and Wilhelm (2010) addressed this problem by taking topics from the given curriculum and rephrasing topics as inquiry. They believed that inquiry promotes self-motivated engagement, competence in literacy and concrete learning for all students, particularly low achievers and reluctant learners. In the inquiry style of learning, the purpose of learning was explicit to the student. The student will take what has been learned and will use it to do other activities that make learning meaningful (Wilhelm & Wilhelm, 2010).

Brain Based Learning Increased Student Motivation And Achievement

Caine & Caine (1991) stated that on the subject of brain based learning it is important to understand how the brain works so that students can be motivated and integrate sensory experience in a uniformed way. Familiarity with how the brain works allowed patterns and make connections that have solved problems such as choosing appropriate methodologies, correctly assessing learning, designing school curriculum and overseeing education (Caine, & Caine, 1991).

Online Learning Environments Lead to Academic Achievement

Technology has rapidly changed the learning process over the past decade in formal classrooms and continuing education situations. Motivating students in an online environment, along with learning how to successfully facilitate learning in this setup, was very important for creating successful online learning environments (Shih & Mills 2007). Learning has become more collaborative and mobile. The number of students who own smartphones has increased. So it seemed appropriate to use these personal mobile devices using the Web 2.0 tools to enhance learning. Enjoyment and creativity are seen as the key to affective motivation leading to an identity and attitude change towards learning (Samuels, 2010). According to Thomson (2011) mobile technology and online learning has helped gifted students as well. Current research has confirmed that online learning has been a very good fit for many gifted students. Online learning gives additional access to advanced level class work for gifted students who normally would not have that variety of courses offered in their local schools due to scheduling conflicts or financial hardship, and for those students who have supplemented their homeschool curriculum (Thomson, 2011).

Conclusion

Motivation, brain based learning and online learning environments all work together to create learning that has been proven to stretch the confines of the classroom and make learning more up-to-date. Student learning has increased as they are exposed to more interactive ways of learning and stimulating the brain. Motivating students and empowering them to take ownership of their own learning has produced successful productive citizens who have changed the world. And using brain-based research has helped to create students that are motivated and can integrate sensory experience in a uniformed way and develop higher-order thinking skills. When motivation and brain-based learning are combined within an online learning environment, creativity grows through collaboration and learning is enhanced.

References

Caine, R., & Caine, G. (1991). Making connections teaching and the human brain. (1 ed.). Alexandria, VA: Retrieved from http://eric.ed.gov/PDFS/ED335141.pdf

Jensen, E. (2008). Brain-based learning : The new paradigm of teaching. (2 ed.). Thousand Oaks, CA: Corwin Press.

Samuels, P. (2010). Motivating mathematics learning through an integrated technology enhanced learning environment. International Journal for Technology in Mathematics Education, 17(4), 197-203. Retrieved from Education Resource Complete database.

Shih, Y., & Mills, D. (2007). Setting the new standard with mobile computing in online learning.International Review of Research in Open and Distance Learning, 8(2), 1-16. Retrieved from Education Resource Complete database.

Thomson, D. (2010). Beyond the classroom walls: Teachers’ and students’ perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4), 662-712. Retrieved from Education Resource Complete database.

Wilhelm, J. & Wilhelm, P. (2010). Inquiring minds learn to read, write, and think: Reaching all learners through inquiry. Middle School Journal, 41(5), 39-46. Retrieved from Education Resource Complete database.

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Motivating Students Through

Online Learning and Technology Tools

Methodology

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Motivating Students Through

Online Learning and Technology Tools

Methodology

Students collaborate online to create a concept map

and complete surveys using Google

Pre survey

Concept map

Summary of Cycle 1

I used Google forms and created tests for the students that would meet their lesson requirements. For the first test I used the curriculum chapter test and typed the questions into a Google form. I adjusted some of the questions by adding a place where they could add additional comments about the lesson if they wanted to. I collected the pre-survey and did an evaluation of the results to determine how to proceed. After looking at the pre-survey I was able to determine that all of the students had sufficient access to computers or cell phones and could access email or Facebook to complete the tests and that they would be able to submit lessons to me in this way.

I sent the test to the email and Facebook addresses of the students in my target audience. Because I only see the students once a week, I reminded them that I had sent them the weekly test in an email. I wanted to be sure that they would all check their emails for the forms that I sent. At this point I also started to think about the amount of data that I would have at the end of cycle 1.

A major change that I plan to make during cycle 2 is to increase the number of students in my target audience. I would like to have a bigger sample of data to review and compare, so I will add ten more students to the target audience group. This way, if some of the tests and assignments are not returned, I’ll still have a good sample of work to review.

My overall reaction to this process is that it all worked out really well. At times I started to get a little worried about my target audience. The class of corps cadets has 12 students in it. I decided to use only five feeling that a smaller more controlled group would yield consistent results that would be easy to evaluate. This was not a great idea because sometimes all of the students did not complete the work and I had a shortage of data. The target audience response was slower than I expected. However, they loved using technology to complete their assignments and seemed to enjoy it very much. The students proposed the question of time management. Often they are juggling homework, after school jobs, extracurricular activities and corps cadet projects and assignments. They are still learning how to prioritize.

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Results

Cycle 2

During cycle 2, computers were placed in the classroom for the target audience to use to complete their assignments. The target audience was given the option to use the computers or their personal cell phones to complete their assignments. Their lessons were also available on paper so they could choose to complete the lessons on paper.

Data Report

Data from the post survey showed that 100% of the target audience reported that they liked completing lessons online and they wanted to be able to continue accessing the lessons online during class time using computers and cell phones. 5% of the students reported that they were absent from class at least once during the past month and they completed the online lessons outside of class. Of the students who completed the lessons online outside of class, all reported that they preferred completing lessons online during class.

At the end of cycle 2 there were no outstanding lessons. Accessing lessons online made it easy for the students to complete all of their lessons. Online lessons also helped the students with time management because they could complete their lessons during class and not have to worry about doing them at home. Advanced students could even work ahead of the class by going online on their cell phones and completing lessons while the rest of the class worked with the teacher. Students also reported that they were able to multitask and complete lessons online while chatting with friends on Facebook.

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Conclusion

Links to some great web 2.0 tools

Prezi Wordle

Google Docs Viddler

Schoology Google Drive

50 Education Technology Tools Every Teacher Should Know About

50 Ways Schools Can Use Google+ Hangouts