Unit 5 db the climber: motivation and self-regulation in learning

Graduate Programs Discussion Boards

Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.

Minimum Weekly DB Expectations

• Post an original and thoughtful Main Post to the DB prompt.
• Respond to at least 2 other posts from learners and/or the instructor (Response Posts).
• The first contribution (Main Post or Response Post) must be posted before midnight (Central time) on Friday of each week.
• Two additional responses are required after Friday of each week.
• For DB assignment prompts with a Part One and Part Two, Part One should be addressed in the first week of the unit with a Main Post and minimum of 2 Response Posts, and Part Two should be addressed in the second week of the unit with a Main Post and a minimum of 2 Response Posts.

More on DBs

At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 5-6 strong paragraphs for Main Posts and 2–3 strong paragraphs for Response Posts.

Assignment Specifics

Part One

Discuss the following:

• What does education research offer as some of the key factors that usually serve as motivation for adult learners to return to school? 
• What does the research say about internal and external motivations in online learning? 
• How important is cognitive load theory when considering learner motivation, whether for childhood learners or adults?

Part Two

Discuss the following:

• You are preparing to teach a 14-week course in business writing at the local penitentiary. How might you incorporate the principles of self-regulation into your instruction and into your assessment and evaluation of participants?
• How do you relate the theory of self-efficacy to self-regulation and self-motivation in high school educational settings?
• How might you have to take self-efficacy and self-perception into account if you are designing a classroom course for learners who will be in a mixed class of factory assembly workers, supervisors, and mid-level managers?