As our nation moves to a more independent or on-line form of instruction students that are more intrinsically motivated will likely be more successful. Students are born with natural or intrinsic motivation—curiosity, ambition, and emotions (Wilson & Wilson, 1921). Student inner, intrinsic motivation usually moves them towards participation in an activity that they enjoy. Student inner motivation may also give them the desire to participate in activities that they may not enjoy, but will move them forward in the completion of a task or goal. Student environment usually creates a desire learn how to read, comprehend, and write. There are also proven instructional methods that usually increase student intrinsic motivation to learn. The following methods may increase student engagement, involvement during on-line instruction.
The first three instructional methods rely on technology. Research has proven that technology in general usually increases student intrinsic motivation to become engaged in the process of learning. Technology is a good tool, but educators need to be mindful of the purpose and the amount of time that students are spending in front of an electronic screen. As the type and amount of screen time may be hindering student reading ability. In Dr. Wolf’s (2018) book Reader Come Home, she states that electronic devices may limit student ability to develop deep-reading processes. Deep-reading involves many connections or parts of the brain to fully comprehend the written words. Deep-reading also requires more energy than skimming. To maintain and increase the brain connections necessary to comprehend written words students need to regularly exercise deep-reading skills as they mature (Healy, 1990; Wolf, 2018). The skills of deep-reading can be taught in a viral environment.
- The U-Learning Method uses mobile computers that can adapt to different learning environments, allowing students to learn on location (Hsiao, Line, Fang, & Li, 2010). This type of instruction allows students to have access to resources in the field. U-Learning also allows students to record research notes, video, and pictures. U-Learning can be used for independent or small group learning.
- Student web pages usually increases intrinsic motivation (Dredger, Woods, Beach, & Sagstetter, 2010; Reed-Swale, 2009). Students develop and maintain web pages that are overseen by the teacher. Students have the opportunity to write about topics of their interest. Students usually enjoy the opportunity to express their thoughts, while working at their academic level.
- Digital applications usually create ambition or intrinsic motivation (Saine, Lerkkanen, Ahonen, Tolvanen, & Lyytinen, 2010; Servilio, 2009; Yang, 2010). Digital application instruction gives teachers a platform to teach students how to problem solve in a non-threatening environment (Yang, 2012). Some digital applications allow for differentiated instruction (Saine et al., 2010; Servilio, 2009). Digital instructional games allow students to visually connect letters and sounds (Saine et al. 2010). Computer applications, digital games can be a positive resource to use within the classroom.
- The Project-based Learning (PBL) model usually increases student intrinsic motivation and reading achievement, in particular comprehension (Chu, Tse, Lou, & Chow, 2011). The PBL approach gives students the opportunity to explore, collect information, analyze data, and present findings. The PBL model also gives students the opportunity to select a topic for a research project based on the teacher’s guidelines for that lesson.
- Interdisciplinary Units usually increase student motivation to participate in instructional lessons (Opitz, 2011; Chu, Tse, Loh, & Chow, 2011). Research suggests combining two different subjects into one assignment to spark student interest in the instructional lesson. Students may enjoy one of the subjects and despise the other subject; however, the subject they enjoy will usually motivate them to complete the assignment. When literacy instruction is integrated with other subjects or projects of interest student intrinsic motivation and literacy achievement usually improves. Student motivation also increases when they are allowed to choose the topic of study under the direction of the teacher.
- The Flow-Learning Model was developed for the study of nature (Cornell, 1998). Flow-learning includes four stages that provide instructors with a framework to present instructional lessons—provides for a natural beginning, middle and end to the instructional lesson. The stages are: (a) awaken student enthusiasm or curiosity, (b) narrow student attention towards the topic of instruction, (c) practice or direct experience of the lesson, and (d) student reflection of their interaction or practice of the lesson (Cornell, 1998). The flow-learning model can give students the opportunity to see, watch, touch, and experience the lesson (Hsiao, Lin, Fang, & Lee, 2010). The flow-learning model allows for all instructional groups and can be adapted for use in the outdoor or indoor instructional setting.
References
Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011). Collaborative inquiry project-based learning: Effects on reading ability and interests. Library & Information Science Research, 33(3), 236-243. doi: 10.1016/j.list.2010.09.008
Cornell, J. (1998). Flow learning. Retrieved from http://www.csun.edu/~vcrec004/rtm351/Flow%20Learning%20Summary.pdf
Dredger, K., Woods, D., Beach, C., & Sagstetter, V. (2010). Engage me: using new literacies to create third space classrooms that engage student writers. The National Association for Media Literacy Education’s Journal of Media Literacy Education, 2(2), 85-101.
Healy, J. M. (1990). Endangered Minds. New York, NY: Simon & Schuster Paperbooks.
Hsiao, H.-S., Lin, C.-C., Fang, R.-T., & Li, K.-J. (2010). Location based services for outdoor ecological learning system: Design and implementation. Educational Technology & Society, 13(4), 98-111.
Opitz, M.F. (2011) Transcending the curricular barrier between fitness and reading with fitlit. The Reading Teacher, 64(7), 535-540. doi: 10.1598/RT.64.7.8
Reed-Swale, T.W (2009). Engaging digital natives in a digital world teaching more than web design. Synergy Learning, 22(128), 22-25.
Saine, N.L., Lerkkanen, M.-K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2010). Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer assisted remedial reading intervention, and mainstream instruction. Learning and Individual Differences, 20(5), 402-414. doi: 10.1016/j.lindif.2010.06.004
Servilio, K. (2009). You get to choose! Motivating students to read through differentiated instruction. Teaching Exceptional Children Plus, 5(5), Article 5. Retrieved November 7, 2012 from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art5
Wilson, H.B., & Wilson, G.M. (1921). The motivation of school work. Cambridge, MA: The Riverside Press.
Wolf, Maryanne (2018). Reader, come home. The reading brain in a digital world. New York, NY: HarperCollins.
Yang, C. Y. (2012). Building virtual cities, inspiring intelligent citizens: digital games for developing students’ problem solving and learning motivation. Computer & Education, 59(2), 365-377. doi: 10.1016/j.compedu.2012.01.012.
