How Can We Empower Students in Higher Education to Self-Motivate During Online and Hybrid Courses? (Poster 45)

• In Event: AERA Poster Session Thursday 1:45 p.m.
  In Poster Session: Innovative Designs and Novel Lines of Inquiry in Formal and Informal Learning Environments

Abstract

Interest in online and hybrid courses is increasing, yet in the wake of COVID-19 many students still struggle with motivation in these environments. Thus, instructors must identify ways of increasing motivation during online and hybrid engagement to improve retention in higher education. Changes to assignments that capitalize on students’ existing behaviors have the power to aid motivation. We examined the impact of taking a social-media-style photo (“studygram”) of one’s workspace on college students’ motivation to complete their work. Taking a studygram significantly increased students’ motivation; importantly, effects were found even when students put little effort into photo-taking. Overall, findings suggest small changes to assignments can influence motivation to learn online, which has powerful implications for repairing students’ distance learning experiences.

Authors

• Catherine Lussier, University of California - Riverside

• Annie Stanfield Ditta, University of California - Riverside

• Annika Speer, University of California - Riverside