3 Major Theories of Motivation That Massively Boost Engagement In eLearning Courses
In order to create an eLearning framework that truly engages learners on a multiplicity of levels, LMS designers and theorists must look to the innate factors within learners to both capture their attention and push them to truly engage in the courses offered to them. By utilizing established principles and theories of motivation, eLearning administrators can boost engagement across the board and truly maximize what their services have to offer.
With that in mind, here are three theories of motivation that appeal to the eLearning experience. Utilizing aspects of these theories can do wonders for an LMS company looking to enhance their offerings to give learners an experience worth remembering.
Building a system of expectations that brings about desired outcomes for learners is a fantastic way of driving and boosting engagement and energy in the eLearning environment.
Victor Vroom’s Expectancy Theory is a great framework from which to draw inspiration for constructing such a framework. He believes that individuals will be compelled to act in favorable manners if the potential given outcome of that act is attractive enough to them.
By giving learners something to achieve, and challenging them to meet expectations, eLearning administrators can spark engagement across the board in their online courses. Challenge your students and give them the expectation that meeting those expectations means something. It’s the perfect way to draw off learners’ innate desires to conquer challenges and be rewarded for their hard work.
Motivation Flow Theory
The goal of any educational administrator shouldn’t be just to teach students. Hopefully, an administrator can create a learning environment that taps into something fundamental within a student – guiding them to a space where the work is eminently enjoyable, and they are engaged throughout the process.
This goes hand in hand with Mihaly Csikszentmihalyi’s Flow Theory of Motivation which defines flow as an almost nirvana-like state within a learner where concentration and engagement peak along with a learner’s efficacy in completing tasks which challenge them to their core.
For an eLearning administrator to tap into such a potential well of motivation within their learners, administrators should always strive to make courses which are worthy of their target learners’ time and skill levels.
Give learners the tools to complete these challenges, but don’t walk them hand-in-hand to the finish line. Let them find their own flow in completing these challenges, boosting their motivation as they begin to figure things out.
Learners want to be challenged, and they want to have the autonomy to meet these challenges on their own unique terms.
This is perfectly emblematic of the Self-Determination Theory coined by Richard M. Ryan and Edward L. Deci – a theory that highlights a human’s innate motivation to act based upon their desire to grow as a person.
Build courses that allow students to pace themselves and find their own way through the material is critical to building such a sense of self-determination. Also, give them the opportunity to solicit and receive feedback so that their growth can be mirrored and measured by teachers or by the side-by-side work of their peers.
In conclusion, it’s important to make sure that your students are engaged in the courses you provide. With higher engagement and learning, your courses are more likely to be successful in the long run.