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dc.contributor.authorPrice, Gregory
dc.date.accessioned2016-12-01T23:54:29Z
dc.date.available2016-12-01T23:54:29Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11803/597
dc.description.abstractStudent achievement in online education shows no significant difference from traditional face-to-face learning (Hawkins, Barbour, & Graham, 2012; Lewis, Whiteside, & Dikkers, 2014). With this as a backdrop, online education has been given a remarkable boost in consumer confidence, credibility, and growth (Lewis et al., 2014). Yet understanding student motivation in online education has shown this medium is still in its developmental infancy. Administrators are quickly making adjustments, as motivation factors heavily into student retention rates. Curriculum design, quality assignments, faculty communication, and student feedback all affect student engagement, satisfaction, and motivation. The online environment favors students who have basic technology capabilities, can manage time well, and desire independence. Administrators that support these features positively affect student success (Kranzow, 2013). This chapter will look into successful pedagogical strategies for administrators, curriculum designers, and faculty for the online environment.en_US
dc.language.isoenen_US
dc.publisherCreateSpaceen_US
dc.relation.ispartofSupporting the Success of Adult and Online Students
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectOnline instruction strategiesen_US
dc.subjectStudent motivationen_US
dc.subjectStudent success in online educationen_US
dc.subject.lcshWeb-based instruction
dc.subject.lcshMotivation in education
dc.titleStudent Motivation in Online Coursesen_US
dc.typeBook Chapteren_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States