EDUC 639

Webibliography for Retention Rates and Motivational Factors of Students in Distance Education Courses Shareé Verar Liberty University 2017 Summary: Hartnett This article explores the motivation of the learner to study as distance education students. Motivation is linked to the individuals cognitive and affective processes. This includes our thoughts, beliefs, goals and interactive relationships within our environment. This study focuses directly on the individual’s motivation to learn which stems from their intrinsic motivations. Compared to on-campus students, online students are more intrinsically motivated. Self-determination is the intrinsic factor that sets many online students apart: these students do not need outside incentives and incentives may even become counterproductive. It is important to note that amotivated individuals who need external motivation in this case study, struggled in the online learning environment. External motiva

http://youtu.be/ZdlWaDYQzjE?hd=1 Motivational factors that directly influence the retention rate of distance education students include the thoughts, beliefs, goals and interactive relationships within our learning environment (Hartnett, 2011). Compared to on-campus students, online students are more intrinsically motivated. Self-determination is the intrinsic factor that sets many online students apart: these students do not need outside incentives and incentives may even become counterproductive. It is important to note that amotivated individuals who need external motivation in this case study, struggled in the online learning environment. External motivations include: Amotivation, this is the feeling of incompetence or low self-efficacy. External regulation, which is motivation that is responsive to threats, punishment or reward. Introjection, which is the need to participate because of the expectation of others. Self-motivation includes: Identified regulation, this is

http://youtu.be/Hw0FjUmm-9k?hd=1 Updated: 7/16/2017: Most Important Point BLog:         I was unable to get the interview in time with Dr. Gilbreath from Liberty University, but her impact on my educational technology journey remains the same. I found some great articles about motivation in distance education. "While motivation has been viewed as a personal characteristic that remains relatively stable across contexts and situations, identifying traits of successful distance education students has been relatively difficult" (Hartnett, St. George & Dron, 2011). At any given time the motivation of a student can vary from a greater to lesser degree and varies within the context of time. The self-determination theory has been used to help understand why students would engage in online learning environments. The reason include, eliminating the special complexities and time restraints of traditional educational environments, the autonomy of learning and creating

Hi Everyone, My Name is Sharee (Sha-Ree) Culturally relevant, technology, retention The first representative choice I made was culturally relevance in education. Classrooms today are as culturally diverse among the student body as our encounters with cultural diversity online. In this regard, I worked on a quantitative research study about multiculturalism in education and its complexities. I also participated in a research study through the AECT about cultural relevance in the career place, and how culture has its advantages and disadvantages during the interview process. My second choice was technology. It’s here to stay and today’s students are digital natives. They have always interacted with technology unlike digital immigrants who have been passive observers of technology. Face it, we are teaching screenagers, and this is a relevant and current trend redefining the education system altogether. Finally, Retention. Virtual student retention rates are horrendous. A