Discussion Board Unit 5

Discussion Boardunit 5 Discussion Boardunit 5 Di

The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of learners and the instructor to create robust interaction and dialogue. Every learner is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion. At a minimum, each learner will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least 2 other posts from learners.

The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Learners are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation. The purpose of the Discussion Board is to allow learners to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in 2-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Part 1: Factors Motivating Adult Learners and Motivation in Online Education

Educational literature identifies several key factors that serve as motivation for adult learners to return to school. These include the desire for personal growth, career advancement, economic benefits, fulfilling personal goals, and a commitment to lifelong learning (Merriam & Baumgartner, 2020). Additionally, adults are often motivated by the need to improve their skills for job relevance, to gain confidence, and to adapt to technological changes that impact their professional lives (Knowles, Holton, & Swanson, 2015). External factors such as employer incentives, scholarship opportunities, or social expectations can also influence adults’ motivation to pursue further education.

The balance between self-motivation and external motivation in online education is critical for learner success. The literature emphasizes that internal motivation—driven by personal interests, self-efficacy, and intrinsic goals—leads to more sustained engagement and resilience in online learning environments (Schunk, Pintrich, & Meece, 2014). External motivation, such as rewards or approval from others, can initiate learning activities but may lack the persistence associated with internal motivation (Deci & Ryan, 2000). Therefore, online programs should nurture internal motivators by fostering autonomy, competence, and relatedness, while also acknowledging the role of external incentives.

Research highlights the importance of cognitive load theory in understanding learner motivation. Cognitive load refers to the amount of mental effort used in working memory. When instructional design minimizes extraneous load and simplifies complex information, learners experience less frustration and higher motivation to engage (Sweller, 2011). Whether in childhood or adult learners, managing cognitive load enhances motivation by promoting a sense of competency and reducing cognitive overload that may lead to disengagement. In online learning, clear instructions, multimedia elements, and scaffolded activities help optimize cognitive load, thereby supporting motivation and learning outcomes (Moreno & Mayer, 2010).

Part 2: Incorporating Self-Regulation and Self-Efficacy in Teaching and Designing Courses

When preparing to teach a 14-week course in business writing at a penitentiary, it is essential to embed principles of self-regulation into instruction and assessment. Self-regulation involves learners actively planning, monitoring, and evaluating their learning process. This can be supported through goal-setting activities, self-assessment checklists, and reflective journals that encourage learners to take ownership of their progress (Zimmerman & Schunk, 2011). For example, instructors can assign self-directed projects and periodic reflection assignments, prompting learners to assess their understanding and identify areas for improvement.

In terms of assessment and evaluation, self-regulated learners can benefit from formative assessment techniques, such as peer reviews and self-evaluations, which provide ongoing feedback and foster self-awareness (Brown, 2011). Additionally, scaffolding learning experiences with clear benchmarks helps learners develop strategies to manage their study schedules and overcome challenges independently. These methods promote autonomy and accountability, which are crucial in environments like correctional institutions where external structure may be limited.

The theory of self-efficacy, as introduced by Bandura (1977), emphasizes the belief in one's capabilities to achieve specific tasks. Self-efficacy influences self-regulation and motivation; learners with high self-efficacy are more likely to set challenging goals, engage persistently, and recover from setbacks. In high school settings, fostering self-efficacy involves providing mastery experiences, social modeling, and positive reinforcement (Schunk, 2012). Teachers can enhance self-efficacy by designing tasks that are challenging yet attainable, celebrating small successes, and creating a supportive classroom environment.

In mixed classrooms with factory workers, supervisors, and managers, it is vital to recognize differing levels of self-efficacy and self-perception. Tailoring instruction to individual confidence levels may involve differentiated tasks, providing diverse examples of success, and encouraging peer mentoring. Such strategies help establish a growth mindset, reducing anxiety and increasing motivation. Clear communication about learning goals and providing opportunities for skill mastery are key to enhancing self-efficacy among diverse learners.

Teaching eighth-graders to incorporate self-reflection poses unique obstacles. Young adolescents may struggle with abstract thinking required for self-assessment, lack of maturity, or fear of negative evaluation. To overcome these challenges, teachers can introduce age-appropriate reflection prompts, use visual aids like journals or charts, and create a safe, non-judgmental environment to foster honest self-assessment. Building reflection into daily routines rather than as a standalone activity can also help develop this metacognitive skill over time (McKeachie et al., 2014).

Conclusion

Understanding motivation in adult learning and online education requires considering both internal and external factors and how cognitive load influences engagement. Applying self-regulation and self-efficacy principles can significantly improve instructional design and learner outcomes, especially in diverse or challenging environments such as correctional facilities or classrooms with young adolescents. By tailoring strategies to learners’ psychological contexts and motivational states, educators can foster persistence, confidence, and lifelong learning skills.

References

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
• Brown, A. L. (2011). Developing self-regulated learners. Educational Leadership, 69(4), 26–32.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
• Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
• Moreno, R., & Mayer, R. E. (2010). Techniques that reduce extraneous cognitive load and foster learning. Educational Psychology Review, 22(1), 35–54.
• Schunk, D. H. (2012). Motivation and self-regulated learning: Theory, research, and practice. Elementary School Journal, 112(4), 530–533.
• Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in education: Theory, research, and applications. Pearson Higher Ed.
• Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76.
• Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.