In this course I was able to learn a lot about how to facilitate learning in instructional design. For instance, I was able to learn about the various types of motivation, namely extrinsic and intrinsic motivation. Extrinsic motivation occurs when there is motivation outside of the individual and the task being performed. It is capable of promoting proper and effective learning and behavior. The motivation for external stimuli can include factors such as a desire for knowledge (including a college degree), career opportunity and entrance, grades, personal recognition, desire to please instructors as well as coworkers, friends and family, and much more. Intrinsic motivation is generated from internal rather than external factors. Intrinsic motivation goes beyond getting good grades or winning awards the real value lies in the sense of accomplishment that results from the effort and discipline involved. Intrinsic motivation occurs within oneself and the task in which the individual is interested and engaged. An activity or project is being done because there is inherent enjoyment and interest in it. When learners are intrinsically motivated, there is a greater likelihood of being engrossed in the assignment or project without prodding, and there is a sense of personal accomplishment and satisfaction. Creativity is enhanced with a sense of determination to solve the difficult aspects of a task. However, I found it surprising that there are negatives attributed to being extrinsically motivated. Most notably it is exhibited with laziness and procrastination, while potential for plagiarizing another person’s work. Extrinsic motivation factors such as teaching, is vital, especially in terms of educating children. However, instructional designers should encourage adult learners to have primary responsibility for their own motivation, especially in self-directed studies, such as this course.
I found it striking that instructors and instructional designers encounter significant levels of difficulty with identification of the learning styles of learners in classrooms or tutoring environments. (Gilbert & Han, 1999, p. 4). I also learned that although learning styles influence the ways in which students learn, when the objectives change, the learning style is subject to change too. Furthermore, the motivation can also change as well. This is because learning styles serve to meet the needs for different types of learning in which someone is involved. Also motivation for learning changes predictably over time largely because personal and career goals change. Therefore, it is important for learners to bear in mind that we are ultimately responsible for what motivates us. We must constantly examine how our environment and available resources influence our levels of motivation.
Learning styles are typically influenced by inherited intellectual traits, upbringing, and environmental circumstances. Some people prefer visual learning, while others prefer verbal learning (Ormrod, 2009). In any learning environment (especially computer-based learning environments), it is most effective to combine verbal and visual styles of learning. Before learning models are tried in a classroom, instructional designers and instructors have to experiment and apply the same models to themselves first. A personal understanding of the various theories is necessary, or else it is difficult to design courses for effective learning. Furthermore, it is vital to examine our own intelligences and find ways to develop them in order to properly use the theories of multiple intelligences. Instructors cannot have preconceptions of students, such as what Tripp and Moore (2007) stated when engineering class students were regarded as passive and disinterested. According to Felder and Silverman (1988) in order to avoid negative teaching environments, as well as poor student performance and potential drop-outs, teaching style have to be simultaneously effective for students and comfortable for instructors.
Self-directed learning can be very effective for students, due to the flexibility offered by online instruction. But it requires a lot of discipline; it is important to have internal or external motivation in order to successfully accomplish self-directed learning (Conlan, Grabowski, Smith, 2003). Various instructional formats such as forums and discussion boards (for instance, the Q&A section on Walden) can facilitate participation in the learning process. In both online and classroom instruction, students are required to take responsibility for their learning and contribute to projects and conversations. That of itself should inspire motivation. But learner motivation is one of the most pertinent issues with online learning. It is an issue that I can relate to, even though online learning has been a success for me. Online learning presents a lot of convenience because students are able to stay at home and attend school. But the downside to this flexibility can be procrastination and other performance problems. This can be quite perilous, because putting off work can cause students to be overwhelmed with assignments and projects that will have to be hustled in order to submit at the last minute. A way of combating this problem is to perhaps devise and follow a schedule where you can allocate a certain amount of time each day to spend studying, completing assignments and working on projects.
In this course, I have begun acquiring the knowledge and mastering the skills that would help me achieve the goal of being a highly effective instructional designer. I have to keep in mind that the theory of learning styles states that people have different approaches to learning and studying. I also have a greater understanding that learning and knowledge takes many forms. For instance, because cognitivism emphasizes making knowledge meaningful and allowing learning to properly be facilitated, I can also identify with this learning mode. Not only is it vital for me to acquire information but to also gain understanding of the particular topic, concept, or subject. I am also convinced that teaching is at the core of all instructional design. So it is vital for me as an instructor and instructional designer to apply the knowledge, technology and instructional tools that best facilitates learning.
References:
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Smith, D. S. (2008). A case study in situated cognition. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=A_case_study_in_situated_cognition
Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
Gardner, H. (2003). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
Laureate Educations, Inc. (2009). Learning Styles and Strategies. Dr. Jeanne Ormrod.
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education
