Lighting A Fire: The Power of Intrinsic Motivation in Online Teaching
42 Pages Posted: 11 Jan 2019 Last revised: 3 Jan 2020
Date Written: January 2, 2019
Motivation is important to success in many endeavors, and the field of education is no exception. The literature establishes that students who are motivated to learn enjoy more success in their courses and master course content and skills better than students who lack such motivation. But what causes one student to be more motivated than another? This Article addresses this question in the context of law students, focusing in particular on how teachers can increase student “intrinsic” motivation through interesting and engaging course content, as well as regular and consistent formative assessments and feedback. It surveys the literature on motivating students to learn, contributing original empirical data from student surveys and focus groups. Analysis of that data supports the literature on intrinsic motivation, showing that interesting and engaging course content and regular assessments and feedback motivate students to learn and master course content and skills. Indeed, our data collected from over 300 law students shows that students want professors to provide them with intrinsic motivators in their courses. Specifically, student comments evidence that students crave interesting and engaging course content, as well as opportunities for assessment and feedback. We share those comments and suggest techniques to help law professors design online courses that will motivate students and ensure they are engaged and learning course content.
Keywords: empirical, teaching, online teaching, online class, online course, technology, pedagogy
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