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A Model for Motivation-Driven Assignment Design

A Model for Motivation-Driven Assignment Design

Sharon K. Andrews, Caroline M. Crawford
Copyright: © 2022 |Pages: 22
ISBN13: 9781668442401|ISBN10: 166844240X|ISBN13 Softcover: 9781668442449|EISBN13: 9781668442418
DOI: 10.4018/978-1-6684-4240-1.ch013
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MLA

Andrews, Sharon K., and Caroline M. Crawford. "A Model for Motivation-Driven Assignment Design." Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change, edited by Billi L. Bromer and Caroline M. Crawford, IGI Global, 2022, pp. 248-269. https://doi.org/10.4018/978-1-6684-4240-1.ch013

APA

Andrews, S. K. & Crawford, C. M. (2022). A Model for Motivation-Driven Assignment Design. In B. Bromer & C. Crawford (Eds.), Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change (pp. 248-269). IGI Global. https://doi.org/10.4018/978-1-6684-4240-1.ch013

Chicago

Andrews, Sharon K., and Caroline M. Crawford. "A Model for Motivation-Driven Assignment Design." In Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change, edited by Billi L. Bromer and Caroline M. Crawford, 248-269. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4240-1.ch013

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Abstract

Motivation and engagement of students within online courses is at the forefront of impediments to student success. Instructional efforts at recognizing and distinguishing both highly and lowly motivated students are typically undertaken by the engaged and motivated instructor. However, within many non-education-housed curricula efforts, instructional influences upon motivation and engagement are not explicitly designed into the course's instructional methods, in particular within the design of class assignments. This chapter will address this concern and present a model for motivation-driven assignment design along with a quick-guide for simplicity of use among non-education faculty. The model is designed to support varying motivation levels of students through enabling multiple paths for students to self-direct their learning. This model reflects the recognition of varying motivation levels of students and is supportive of student-directed learning within the engineering classroom, particularly the online classroom.

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