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Key messages to take away

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I would like you to take three key messages from this lesson. One, motivation provides energy and direction to our behavior and, thus, is key to learning. Students can work without being motivated in your courses, but they are unlikely to learn in a deep or lasting way.

Two, to encourage intrinsic motivation in our students, instructors need to design learning environments that promote autonomy, competence, and belongingness. We can design for motivation in our course structure, our course policies, our assignments, our assessments, our feedback, and our grading.

Three, goal setting works by focusing attention, mobilizing efforts, prolonging persistence, and fostering new learning, which are all critical components to the work of the classroom. Intentionally setting goals with our students can engender powerful changes to behavior. What practices will you take into your next course in order to engender student motivation? Best of luck.

  • Motivation provides energy and direction to our behaviour, and thus is key to learning. Students can work without being motivated in your courses, but they are unlikely to learn in a deep or lasting way.
  • To encourage intrinsic motivation in their students, instructors need to design learning environments that promote autonomy, competence, and belongingness. We can design for motivation in course structure, course policies, assignments, assessment, feedback, and grading.
  • Goal setting works by focusing attention, mobilising efforts, prolonging persistence, and fostering new learning—which are all critical components to the work of the classroom. Intentionally setting goals with our students can engender powerful changes to behavior.

Thank you for taking this ‘Applying the Science of Motivation to Teaching’ course which has been developed with Sarah Rose Cavanagh. We hope you have enjoyed it. Remember to mark all the lessons as ‘Mark Complete’ to earn your Course Completion Badge.

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Ryan, R. M., and Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. Contemporary educational psychology, 61, 101860.

Ryan, Richard M., Edward L. Deci, Maarten Vansteenkiste, and Bart Soenens. Building a Science of Motivated Persons: Self-Determination Theory’s Empirical Approach to Human Experience and the Regulation of Behavior. Motivation Science 7, no. 2 (2021): 97.

Urdan, T., & Kaplan, A. (2020). The Origins, Evolution, and Future Directions of Achievement Goal Theory. Contemporary Educational Psychology, 61, 101862.

Addy, T. M., Dube, D., Mitchell, K. A., & SoRelle, M. (2021). What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Stylus Publishing, LLC.

Behling, K. T., & Tobin, T. J. (2018). Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. West Virginia University Press.

Eyler, J. R. (2018). How Humans Learn: The Science and Stories Behind Effective College Teaching. West Virginia University Press.

Lang, J. M. (2021). Small Teaching: Everyday Lessons from the Science of Learning. John Wiley & Sons.

Morina, A. (2019). The Keys to Learning for University Students with Disabilities: Motivation, Emotion and Faculty-Student Relationships. PloS one, 14(5), e0215249.

Pacansky-BrockM., SmedshammerM., & Vincent-LaytonK. (2020). Humanizing Online Teaching to Equitize Higher Education. Current Issues in Education, 21(2 (Sp Iss).

Smith, K. (2017). Stimulating Curiosity Using Hooks. Noba Blog. [Online].

Cavanagh, S. R. (2019). How to Make Your Teaching More Engaging. The Chronicle of Higher Education.

Hogan, K. A. and Sathy, V. (2021). How to Make Your Teaching More Inclusive. The Chronicle of Higher Education.

Discussions

What practices will you take into your next course in order to engender student motivation?

Please share your thoughts and questions in the comments section below.