Group items tagged

Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.

Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).

“Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)

Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)

all humans have an intrinsic need to be self-determining or autonomous

as well as to feel competent

connected

SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.

a perception that what they do will not affect the outcome

an attribution of low value to the task being undertaken

the tendency to focus only on intrinsic motivation

It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation

Case study one was situated within a compulsory integrated science and technology course

Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.

suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio

suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.

associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.

these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.

practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.

he relevance and value of the task

need to be clearly identified and linked to learning objectives to help

By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.

ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.