Most Important Point 2 (annotated bibliography take-aways)



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 an activity which brings personal value or gain.  Integration, which is the engagement in an activity because of its significance to their sense of self (Hartnett, George, Dron, 2011).



“The graduation rates for the distance institutions appear to vary between 0.5 and 20% compared with more than 80% for full-time education campus students in the United Kingdom” (Simpson, 2013, p. 107).

 “61% of New Zealand’s virtual learners spend at least 1 hour a week caring for a dependent, while only 37% of on-campus students have that responsibility. Virtual students work on average 17.6 hours a week at a regular job, compared to an on-campus student who works only 12.9 hours a week, on average. First-year virtual students who work more than 12.5 hours a week tend to consider dropping out, and those that work over 16 hours per week become disengaged from their virtual classes” (Brown, Hughes, Keppell & Smith, 2015, p. 3).

Finally, a biblical education deals with knowledge and truth as well as the student. Online biblical education demands good, supportive, Christian constructs imbedded into the academic pedagogy itself. Therefore, a constructivist learning theory approach is required in order to address the issues of knowledge, truth, and the student. The constructivist theory supports multiple intelligences. Constructivism is the transformation of information using culturally relevant instructional materials which enables the learner to be self-motivated, creative, exploratory, question and critically think and conceptualize new strategies of learning. Biblical education follows that we are to study Scripture as a requisite by God (2 Timothy 2:15). Likewise, Psalms 119 reminds us to take in scripture at a personal level to inhibit sin in our lives (NIV). And our very food for mental subsistence is the Word of God (Matthew 4:4).

References:

Brown, M., Hughes, H., Keppell, M., Hard, N., & Smith, L. (2015). Stories from students in their first semester of distance learning. International Review of Research in Open and            Distance Learning, 16(4) Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1754594578?accountid=12085

Hartnett, M., George, A. S., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of  Research in Open and Distributed Learning, 12(6), 20. doi:10.19173/irrodl.v12i6.1030

Simpson, O. (2013). Student retention in distance education: are we failing our students? Open           Learning: The Journal of Open, Distance and e-Learning, 28(2), 105-119.          doi:10.1080/02680513.2013.847363

Thorne, J. A. (2013). Biblical online education: contributions from constructivism. Christian         Education Journal, 10(1), 99-109. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-

Comments

  1. UnknownJuly 23, 2017 at 6:56 PM


    Your excitement in discussing the research you’ve done is motivating, Sharee. It certainly is interesting that data is showing high interaction and low retention rates in K-12 online programs. I wonder how much comes down to the instructional styles you mentioned. I know from my own experience, having a retentioneer can make a huge difference in overcoming challenges that are sure to arise. As a student who has to work with specific learning disabilities in reading and writing, the style of the instructor’s approach has made an even larger impact in the online setting, especially when additional soft factors arise. I certainly try to be a retentioneer in every way possible in my teaching, remembering how important several teachers with this approach have been for me throughout my education.

    You also mention the importance of student motivation in their success in an online setting. Jones (2010) describes using the MUSIC model of Academic Motivation to support this. In this model, teachers focus on empowering (M) students, focusing on instruction and work that is useful (U), helping students to be successful (S), keeping lessons and projects interesting (I), and caring (C) for their students.

    Reference:
    Jones, B. D. (2010). An examination of motivation model components in face-to-face and online
    instruction/ Estudio de componentes de un modelo de motivacion en la ensenanza presencial y online. Electronic Journal of Research in Educational Psychology, 8(3), 915+. Retrieved from http://ezproxy.liberty.edu/login?url=http://go.galegroup.com.ezproxy.liberty.edu/ps/i.do?p=AONE&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE%7CA250999679&asid=5dfc72b6c5891c94359159b411ec6046

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