The future of distance education

Distance education has existed in various forms for centuries.  The growth of the internet over the last decade has allowed distance education to become mainstream (Simonson, n.d.).  Simonson discusses in the video, “Distance education: the next generation” that most innovations follow a S-shaped curve.  A new innovation first requires promotion by key social figures until eventually it will reach a point of critical mass at which point it no longer requires promotion, but rather support (Simonson, n.d.).  Because of the wide-spread use of distance education distance education appears to be nearing this point of critical mass.  At this point, it is still important to look at what the future perceptions of distance education will become and how I, as an instructional designer, can improve distance education and its perceptions.

Before looking at what the future perceptions of distance education may be I want to first discuss current perceptions.  After interviewing a small number of highly educated individuals, I found that most individuals who are hesitant about distance education courses have yet to participate in one (personal communication, December 20, 2010).  On the other hand, most individuals who are taken a distance education course have found the quality to be higher than expected (personal communication, December 20, 2010).  My assumption will be that the future perceptions of distance education will be directly related to the number of individuals who partake in a distance education course.  

Not all distance education courses have been designed based on sound instructional design principles.  Unfortunately some designers have used the ‘craft approach’ for creating online courses.  This essentially means trying to model the online course after the set-up and design of a traditional course (Moller, Foshay, & Huett, 2008).  As an instructional designer, it is important for me to promote distance education courses that have been designed with instructional design principles in the forefront.  

In order to continue the improvement of distance education and its perceptions, it is important for me to continue to stay informed with new findings and studies in instructional design and education.  The field is ever-changing and I will need to stay current in order to continue the improvement of distance education.  In addition, I believe it is important to develop an accreditation system by which courses that follow sound instructional design principles will be accredited.  This will allow instructional designers and searching students to pinpoint distance education courses that will maximize their learning.  

References

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.

Simonson, M. (n.d.).  Distance education: The next generation.  Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6052001&Survey=1&47=8115912&ClientNodeID=984650&coursenav=1&bhcp=1

Converting a traditional course to an online format

There are many different aspects to consider when converting a traditional course to an online course.  It may be tempting to use the same material and present it in the same format, but research has shown that this is not the most effective means of delivering the material to the student.  In the following post you will be given a specific example of a training manager looking to change a traditional course to a blended course.  There are many helpful hints and tips that can be applicable to the design of any online course.  In addition, you will find a checklist for converting a traditional course to an online format.  This checklist is by no means inclusive, but it gives a list of many different aspects of the online course to consider.

Blog Post

Checklist

Open Courses

I choose to analyze an open course offered online through Yale University called Listening to Music.  I choose this particular course because I have an interest in music, but also because I assumed that it would contain contain not only text and visual instruction, but audio as well.  This particular course can be found at: http://oyc.yale.edu/music

The primary purpose of distance learning is “to provide a valuable learning experience to students who might not otherwise have access to learning” (Simonson, Smaldino, Albright, Zvacek, 2009, p. 162).  Open courses offer learners who may not have the financial ability to pay for a course the opportunity to learn as long as they are equipped with motivation and a computer (Russel, 2011).  From this perspective, the open course is distance learning as its finest.  

There are, however, several design aspects of this particular course that are not in line with best-practices.  Moller, Foshay, and Huett coined the term ‘craft approach’ when designing distance education courses.  This essentially means that the material used in a traditional course is used and made to fit into an online course (2009).  This particular course uses the ‘craft approach.’  It has a syllabus, a introduction to the professor, an explanation of the course set-up and the textbook to be used, and each lecture accessible in video, audio, or transcript form.  

Although each aspect of the course is easy to understand and of good quality, there appears to be little thought put into the needs of potential students or ways to keep students engaged and motivated.  This, however, may be due to the fact that the course if free and the university is not necessarily benefitting from offering the course.  It makes sense that they would not spend the time to make sure the course is designed with best-practices in mind.  

“Interaction is essential” (Simonson et al., 2009, p. 147).  Discussion posts, email between professor and students, blogs, and wikis.  These are all venues of interaction that enhance distance learning and active learning.  Without interaction, the learning is one-sided and doesn’t allow the student to work through the material and create schema.  This course does not include interaction for students choosing to partake in the course.  The only form of possible interaction would be through email correspondence to the professor who taught the course. 

On a positive note, this course does use all four media available: the textbook, audio files, video files, and the use of the computer (Simonson et al., 2009).  In addition, the professor is very animated during his lectures and had several musical guests perform on the lectures that I watched.  The animation of the professor raised my motivation level to watch the lectures.  

Resources

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.

Russel, S. (2011).  101 Free open course classes to learn how to build anything.  Retrieved from: http://www.bestuniversities.com/blog/2009/101-free-open-course-classes-to-learn-how-to-build-anything/

Simonson, M., Smaldino, S. Albright, M. & Zvacek, S. (2009).  Teaching and learning at a distance: Foundations of distance education.  Pearson Education, Inc: Boston, MA.  

Choosing distance learning technologies

Example 1: Collaborative Training Environment

“A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration” (Walden, 2011).  

With the previous scenario in mind, this blog post will identify two distance learning technologies that would address the needs of creating a collaborative training environment. There are two aspects of this training workshop that need to be addressed from a technological standpoint.  First, educational material must be presented to the learners.  Secondly, the learners need to take that information and collaborate with one another by sharing information via documents, discussion, and screen captures.  

Presenting the educational material can be done in many different, yet effective ways.  Because multimedia has been shown to increase authentic learning environments for students (Tan, Kwok, Neo, & Neo, 2010), creating a multimedia website will allow the educational material to be presented in different formats.  In conjunction with other Adobe programs, Adobe Dreamweaver is a powerful program that would allow the designer to customize a multimedia website.  Other options would be the endless numbers of sites, many of which are free, which allow designers to create websites using predesigned templates.  In particular, I have used Wix several times to create websites that contained videos, pictures, text, and links. Here is an example: http://www.wix.com:80/ducharmen/app7 

My assumption is that the content being presented in this course can be delivered via video, uploaded documents, online text, and by linking articles from the website.  A website will allow the designer to use several different multimedia combination.  Most websites are easy to update, which will ensure students have up-to-date information (Simonson, Smaldino, Albright, & Zvacek, 2009). 

The second aspect of this training workshop is to allow learners to collaborate with each other even though working asynchronously.  Once the wiki is created it “can be an excellent tool for collaborative online writing assignments and group activities compiling information in a single online resource” (Simonson et al., 2009. p. 245).  Wikis allow for learners to collaborate using documents, discussion, screen captures, among other features, which is exactly what this training workshop requires.  Wikispaces, Google, and Wikidot are three popular free wikis that are simple to set-up and easy to edit.  

One of my favorite blogs is called Teach Paperless.  The focus of the blog is not necessarily using technology in lieu of paper, but rather “seeking social solutions to the mysteries of 21st century teaching and learning” (TeachPaperless, 2011).  There are a handful of great posts that give examples of how wikis can be used in synchronous and asynchronous courses.  I encourage you to browse through the blog: http://teachpaperless.blogspot.com/search/label/wiki

Resources

Ducharme, N. (2011).  Akron Women’s Soccer. Retrieved from: http://www.wix.com:80/ducharmen/app7

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009).  Teaching and learning at a distance: Foundations of distance education (4th ed.). Pearson Education, Inc: Boston, MA. 

Tan, H.Y.J., Kwok, W.J., Neo, M. & Neo, T.K. (2010) Enhancing Student Learning Using Multimedia and Web Technologies: Students’ Perceptions of an Authentic Learning Experience in a Malaysian Classroom. Curriculum, technology & transformation for an unknown future. p. 951-962.  Retrieved from: http://ascilite.org.au/conferences/sydney10/procs/Tan-full.pdf

Teach Paperless (2011).  [Blog].  Retrieved from: http://teachpaperless.blogspot.com/search/label/wiki

Walden University (2011).  Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6052001&Survey=1&47=8115912&ClientNodeID=984650&coursenav=1&bhcp=1

Distance Learning

Distance Learning

       In my undergraduate degree, I was required to take a Technology in Education course.  This introductory course highlighted several up-and-coming technologies that were foreseen to be used in education.  Distance learning was one of them.  One of our classes was set in the designated distance learning room for the university.  The room consisted of desks, all equipped with headgear and microphones, and a large screen where the teacher and class would communicate through video-conferencing.  My previous definition of distance learning, prior to beginning this course, was been based on this first experience with distance learning:  Distance learning takes place via video-conferencing when the student(s) and teacher(s) are geographically separated.  

       My previous assumption was that distance learning was exclusive to video-conferencing. However, distance learning is a much broader term that includes many different categories of learning that have developed as alternative ways of learning to the traditional classroom.  Distance learning began through the use of mail correspondence followed by radio, television, and video tapes (Laureate Education, 2011).  The development of the internet over the last twenty years exponentially increased the number of students effected by distance learning. Distance education is expected to increase by 300% in the number of students taking part over the next five years (Moller, 2008).  Because of expected increase, most post-secondary institutions are following suite by increasing the number of online courses, as well as the faculty prepared to teach those courses (Moller, 2008).  

       Distance learning is an ever-evolving term because the tools that are available via the internet are constantly improving and being replaced.  Mail correspondence and distance learning through the telephone, radio, television, and video tapes have been, for the most part, replaced with fast-paced online courses in which students can hear feedback within days, if not hours.  

       The list of tools that are used to enhance a typical online course are endless.  In the few online courses I have taken I have been exposed to: wikis, blogs, an online library, classroom chat rooms, podcasts, Adobe programs such as flash, sharing videos through YouTube, creating websites and others.  Many web applications once thought to be for recreation have become effective learning tools as well.   Many of the applications mentioned are part of are larger category called Web 2.0.  Web 2.0 tools are “focused on the ability for people to collaborate and share information online” (Quinstreet, 2011).  My personal experience with online courses has been greatly enhanced because of many Web 2.0 tools that have allowed me to academically engage with classmates and professors.  

       My revised definition of distance learning looks much different from my previous definition because of the scope of the learning material that it covers.  Distance learning takes place when the student(s) and teacher(s) are separated by geography and/or time and communicate via video-conferencing, phone, television, video, internet, Web 2.0 tools, and web applications that have yet to be created.  

       The mindmap below shows that the different applications that can connect the student(s) to the teacher(s) regardless of geographical or time differences.  This list is by no means a comprehensive list and continues to be improved by advanced programs.   

References

Laureate Education, Inc. (2011).  Distance learning timeline continuum (multimedia program).  Retrieved from:  http://sylvan.live.ecollege.com/ec/crs/default.learnCourseID=6052001&Survey=1&47=8115912&ClientNodeID=984650&coursenav=1&bhcp=1

Moller, L., Foshay, W., & Huett, J. (2008).  The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education).  TechTrends, 52(4), 66-70. 

Quinstreet (2011).  Web 2.0. Webopedia. Retrieved November 6, 2011 from: http://www.webopedia.com/TERM/W/Web_2_point_0.html

Ideas for Instructional Materials Based on Given Objectives

Instructional Objectives
Topic 1: Classroom Management	Topic 2: Teaching Classroom Procedures
1a: Teachers will describe the relationship between procedures and a well-managed classroom	2a: Teachers will identify classroom situations with procedures are required.
1b. Teachers will contrast discipline with procedures.	2b: Teachers will recall the three steps in teaching a classroom procedure.
1c. Teachers will explain why procedures are important.	2c: Teachers will demonstrate using the three steps for teaching the procedure on how students should start class. 2d: Teachers will demonstrate using the three steps for teaching the procedure on how students should act and behave during a lesson. 2e: Teachers will demonstrate using the three steps for teaching the procedure on how students should act and behave during a class dismissal.

Ideas for Topic 1: Classroom Management

#1: DRAW A CONCEPT MAP USING WEBSPIRATION + POWERPOINT

Objective that is met: 1a

Instructional Material: Using EGRUL (which means having the learner ‘discover’ a principle or rule) we will have the learner draw a concept map using Webspiration.  After  each learner has created a concept map of all the features that can positively effect a well-managed classroom, they will answer a series of questions that will lead them to the rule that there is a relationship between procedures and a well-managed classroom.  A powerpoint presentation will give a brief summary to reinforce the connection between procedures and a well-managed classroom. 

#2: VIDEO + ONLINE QUIZ

Objective that is met: 1b

Instructional Material: A video will explain the difference between discipline and procedures.  Then, the learner will take an online quiz.  Each question will present a scenario in the classroom.  The learner is to decide whether the teacher is using discipline or a procedure.  Some questions will ask which, discipline or a procedure, would be most appropriate in given situation.  The learner will receive instant feedback as to how many questions they answered correctly but not which questions they answered correctly.  They may go back as many times as they would like and change their answers until they get all of the questions correct.  

#3: POWERPOINT + DISCUSSION POST

Objective that is met: 1c

Instructional Material: Learners will watch a powerpoint that explains why procedures are important.  After watching the video they will summarize and elaborate why procedures are important on a classroom discussion post.  

Ideas for Topic 2: Teaching Classroom Procedures

#4: VIDEO + WIKI

Objective that is met: 2a

Instructional Material: Learners will watch a video of a teacher using 2 different procedures in the classroom.  The learner will then complete a list indicating several examples where procedures are important.  We will assume that all of the learners are a  part of a classroom wiki and they can upload the procedures that they come up with onto the wiki.

#5: POWERPOINT PRESENTATION

Objective that is met: 2b

Instructional Material: A powerpoint presentation will be created that will use the a mnemonic to help the learners remember the 3 steps to teaching a procedure.  The mnemonic is PERR: Procedures = Explain, Rehearse, Reinforce.  If you all like the idea of a mnemonic but don’t like PERR, we can change it to something else. 

#6: VIDEO OF AN EFFECTIVE TEACHER, ROLE-PLAY

Objective that is met: 2c, 2d, 2e

Instructional Material: While watching a video of a veteran teacher, learners will note phrases the teacher uses for each of the following steps: explain, rehearse, reinforce.  Using the same video, the learners will reword each phrase into a statement they would feel comfortable using in their own classrooms.  Lastly, learners would role-play with a partner and practice teaching a classroom procedure. 

D2: Naomi Ducharme

Team Member D2: Naomi Ducharme

The table below organizes our six objectives which are taken from two topics that will be covered in our instruction: classroom management and teaching classroom procedures. 

Instructional Objectives
Topic 1: Classroom Management	Topic 2: Teaching Classroom Procedures
1a: Teachers will describe the relationship between procedures and a well-managed classroom	2a: Teachers will identify classroom situations with procedures are required.
1b. Teachers will contrast discipline with procedures.	2b: Teachers will recall the three steps in teaching a classroom procedure.
1c. Teachers will explain why procedures are important.	2c: Teachers will demonstrate using the three steps for teaching a classroom procedure.

The table below organizes each objective into either a principle or rule, a procedure, or an attitude.  Facts, concepts, and interpersonal content have been left out because none of our objectives fit into these particular categories.  In addition, each objective can also be met through recall or application (Morrison, Ross, Kalman, & Kemp, 2011). 

Expanded Performance-Content Matrix: Table 7-2	Performance
Content	Recall	Application
Facts	1c: Teachers will explain why procedures are important
Concepts
Principles and Rules	1b: Teachers will contrast discipline with procedures	1a: Teachers will describe the relationship between procedures and a well-managed classroom 2a: Teachers will identify classroom situations where procedures are important
Procedures	2b: Teachers will recall the 3 steps in teaching a classroom procedure	2c: Teachers will demonstrate using the 3 steps for teaching a classroom procedure
Interpersonal
Attitude

The following three tables show strategies to present the material to our learners.  All strategies were taken from the textbook, “Designing Effective Instruction” (Morrison et al., 2011). 

Fact Strategy
Abstract Fact	Strategy	Initial Presentation and Generative Strategy
1c: Teachers will explain why procedures are important	Elaboration	Show learners a list of reasons why procedures are important. Have learners reiterate why procedures are important.

Principle and Rule Strategies
Principle/Rule	Strategy	Initial Presentation and Generative Strategy
1b: Teachers will contrast discipline with procedures	RULEG and integration	Explain the difference between discipline and procedures. Given several visual examples, the learner must decide which are examples of discipline and which are procedures
1a: Teachers will describe the relationship between procedures and a well-managed classroom	EGRUL and elaboration	Have learner draw a concept map of all features that can positively effect a well-managed classroom.  Have the learner explain why procedures are an important aspect of a well-managed classroom.
2a: Teachers will identify classroom situations where procedures are important	RULEG and integration	Give 2 examples of classroom situations where procedures are important. Have the learner complete a list indicating several examples where procedures are important.

Procedure Strategies
Procedure	Strategy	Initial Presentation and Generative Strategy
2b: Teachers will recall the 3 steps in teaching a classroom procedure	Mnemonics	PERR: Procedures: Explain, Rehearse, Reinforce
2c: Teachers will demonstrate using the 3 steps for teaching a classroom procedure	Demonstration, Organization, Elaboration, Practice	While watching a video of a veteran teacher, learners will note phrases the teacher uses for each of the following steps: explain, rehearse, reinforce. Learners will then use the same example, but reword each phrase into a statement they would feel comfortable using. Learners will role-play with a partner and practice teaching a classroom procedure.

Reference

Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2001) Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons, Inc.

Contextual Analysis of Teaching Classroom Procedures

Team Member D2:

Contextual analysis:

Our target audience consists of adult learners who are teachers with varying levels of experience, but all of whom are struggling with classroom management due to a lack of procedures in the classroom.  Our secondary audience are eighth and ninth grade students who will be affected by the implementation of procedures in their classrooms.  

ORIENTING CONTEXT:

Focusing on our primary audience of teachers, there are three questions that we need to answer.  The following three questions were taken from the textbook, “Designing Effective Instruction”: 

1. What are the goals of the teachers undergoing this instruction?

We are assuming that all teachers who are taking part of the instruction have experienced some level of failure in terms of creating a positive environment for learning.  With that assumption established, the goal of the teachers would be to decrease the distractions in the classroom and increase the amount of time allotted to learning. 

2. Do the teachers view this instruction as useful? 

Morrison et al., states that most adult learners will have respect for an instructor who has experience and knowledge of the subject matter (2011).  We believe that teachers can be convinced that this instruction will be useful in their classrooms through instructors (our team members) who have many successful years of implementing procedures into our classrooms and businesses.  However, some teachers may be hesitant if they believe their students will be resistant to learning procedures. 

3. Will the teachers be held accountable for mastering the concept of teaching procedures (Morrison et    al., 2011)?

Teachers are held accountable for the success of their classrooms on an individual basis at the administrative level.  Teachers are often observed and are, more frequently, being rated according to the success of their students.  Having classroom procedures can benefit both teachers and students alike.  

INSTRUCTIONAL CONTEXT:

The scheduling of the course will be very critical.  Teachers will need to feel like they can immediately implement the material learned into their classrooms.  Because of this, the course should be offered sometime over the summer.  There must be ample time after the completion of the course for teachers to prepare for the upcoming school year with their procedures in place.  

Another factor to consider is the physical location where instruction will take place.  Option one is to create an on-line course.  With this option, the main considerations will be that each teacher is properly equipped with the necessary software to read on-line articles, watch video-clips, and upload work.  Option two is that the course is attended at a school, hotel, etc.  It would be important for each teacher to have somewhere to sit, take notes, and have access to a computer.  

TRANSFER CONTEXT:

Transfer of procedures can’t really take place until the teacher implements them on the first day of class.  However, it would be helpful for teachers to have an environment where they can practice teaching, modeling, and practicing procedures with students.  If the course in an on-line course, it would be helpful for teachers to record themselves and receive feedback from fellow teachers.  In this case, teachers would need to be provided with the appropriate tools to record themselves and upload the video.  If the course, however, is at a physical location, a ‘mock classroom’ can be created to help teachers practice the transfer of their knowledge.  In this case, materials such as chairs and/or desks, pencil sharpeners, a chalkboard/whiteboard/projection screen, and teachers posing as students would be helpful in making the classroom feel authentic. 

UNIT GOALS:

1. Teachers will be able to reiterate the 3 step approach for teaching procedures.
2. Teachers will write a list of procedures that will be implemented into their classrooms. 
3. Teachers will quickly correct behavior when it is not according to procedures.  
4. Teachers will clearly state expected student behavior. 
5. Teachers will master the 3 step approach for teaching procedures.

Unit goals 1, 2, and 4 can be tested for success through basic assessment methods such as: verbal questioning, partner work, etc.  Unit goals 3 and 5 can only be assessed in a classroom setting.  This setting can be a ‘mock classroom’ setting or it can be an actual eighth or ninth grade classroom.  The true test of mastery is to evaluate the teachers classroom one, two, three months into the school year.  Is the classroom well-managed?  If the answer is yes, then the procedures have been properly put into practice.  If the answer is no, then either the explanation, rehearsal, or reinforcement was not properly executed. 

References

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011).  Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons, Inc. 

Wong, H., & Wong, R. (2001). The First Days of School.  Mountain View, CA: Harry K. Wong Publications, Inc. 

6 structures that help classify information

The following 6 categories break down content into distinct groups.  These groups of information will be helpful in deciding which instructional strategy will be most appropriate.

Facts: Names, symbols, labels, places, dates, definitions, etc.  Facts are often easily memorized and are necessary for more complex information. 

Concepts: Grouping similar ideas.  Fruit is a concept and includes apples, bananas, etc. 

Principles and Rules: Describes a relationship between two concepts.  For example, supply and demand.  The law of supply is a concept and the law of demand is also a concept. 

Procedures: Ordered steps that show a learner how to complete a task.  A recipe is a procedure.

Interpersonal Skills: Verbal and non-verbal skills for interacting with people.  Learning how to use appropriate body language on an interview would be an example. 

Attitudes:  A predisposition to behavior.  Teaching appropriate responsibility and proper behavior falls into this category. 

Resources

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons, Inc. 

3 Techniques of Task Analysis

The term task analysis basically means analyzing content, or in other words, figuring out what material to cover.  In the textbook, "Designing Effective Instruction," there are three main techniques that are discussed which can aid an Instructional Designer in deciding what material to include in the instruction.  The map below gives a brief explanation of each of the 3 techniques.

Resources:

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011).  Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons. 

The map was created using Webspiration

Using ARCS to address motivational levels in an online classroom

The information from the “Current Scenario” column was taken from an example used in Keller’s article, “Using ARCS motivational process in computer-based instruction and distance education” (Keller, 1999).  The second column gives several ways to increase the motivational level of the students in each of the following areas: attention, relevance, confidence, and satisfaction. 

	Current Scenario	Plan to change motivation level
Attention	This novelty of the online class has worn out because of lack of variety in material and learning strategies (Keller, 1999).	Use personal information and student’s name to communicate with individual students (Keller, 1999).  Make effort to communicate with student on a consistent yet unexpected basis.   “When information is emotional charged, we are more likely to pay attention to it” (Ormrod, Schunk, & Gredler, 2008).  Use case-studies that catch the attention of the learners through their emotions.
Relevance	Students are taking the course voluntarily.  Low motivation may be due to inability to see how course material can be applied to current job (Keller, 1999).	Provide extra material that students can browse through that will help them see how the class material can be applied (Keller, 1999).   Allow students to have a feeling of self-determination by having them choose topics of projects and assignments (Ormrod, Schunk, & Gredler, 2008).
Confidence	Students new to the online classroom who did not score well on the first few assignments have low confidence.  Feedback is not helpful because is it too vague (Keller, 1999).	Provide personal encouragement and show empathy for amount to time and effort being put forth (Keller, 1999).   Occasionally provide credit/non-credit assignments to boost the confidence of struggling students.  Remind and provide contact information for course tutors.   Respond to discussion posts by giving individual and constructive feedback, including positive comments as well.
Satisfaction	Completion of course is satisfactory to students.  However, most students are discouraged by the lack of communication amongst peers (Keller, 1999.	Shorten turn-around time for assignments (Keller, 1999).  Focus on intrinsic motivation by modeling personal satisfaction in the absence of external motivators, talking about being motivated intrinsically, and relating projects to student’s jobs, experiences, and interests (Ormrod, Schunk, & Gredler, 2008).   Encourage peer interaction by creating smaller discussion groups and having students grouped together based on jobs and/or interests.

Resources

Keller, J. M. (June 1, 1999).  Using ARCS motivational process in computer-based instruction and distance education.  New Directions for Teaching & Learning.  Retrieved from: http://library.waldenu.edu

Ormrod, J., Schunk, D., & Gredler, M. (2008).  Learning Theories and Instruction.  

(Laureate Custom Edition). New York, NY: Pearson.