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Higher motivation—When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.

Higher motivation—When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.

—When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.

Rapport is a key characteristic of human interactio

their students is a vital ingredient in the success of any lesson and in aiding students to learn.

Start your course or program with a welcoming e-mail.

Follow up on all e-mail received—and promptly.

Use chat rooms, threaded discussions, journals, etc.

fostering student engagement or creating effective student interactions with faculty, peers, and content.

rapport

One way that Bain identified highly effective teachers was by how they treated their students

Traditionalists are often described as loyal, hardworking, conservative, and faithful to their employers. Many have worked faithfully for 30 years and have a very strong work ethic

Baby Boomers are known to crave recognition, value respect, see education as a birthright, and favor personable communication to build rapport with peers and co-workers

Xers tend to be skeptical, independent workers who highly value a balance between their work and their social life. They desire their time off more than extra pay or promotions and have little fear of changing jobs. In turn, they do not expect employer loyalty. This generation is shaped by a culture of instant results. They are comfortable with multitasking, are motivated to get the job done, value efficiency and directness, expect immediate responses, and look at education as a means to an end

Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)

Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1  like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.

Student Choice: Assessment Products by Intelligence and Style

Access to education should not mean merely access to content

rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness

instructor skill in creating and managing interaction in online courses