What is needed to help at-risk students in web-based classes?

Baumeister and Leary (1995) found evidence supporting the hypothesis that the need for “belonging” (i.e.. a caring relationship that extends over time) motivates human behavior to the extent that it constitutes a fundamental human motivation.

Thus, the motivational effects of caring may be greater for at-risk students than the general student population because at-risk students may experience fewer caring adult relationships than the average student (Birch & Ladd, 1996; Wentzel & Asher, 1995).

Baseline Professional “Yes, you should start writing here. If you have any questions about how to cut, copy, or paste, grab [an on-site facilitator].”

Motivating Professional “The last three assignments you have handed in have been stellar. You are doing very well in this section.”

Invested Professional “If you can’t think of a topic, write about a movie you liked. Have you seen any good ones lately?”

Motivating, Invested Professional “The way you put sentences together in that last message seemed very casual without being sloppy or lacking skill. Have you been writing a lot?” (Later in the same message, the teacher related the assignment to the student’s involvement in sports).

The Winner Is…

Excitement & Promise

Conclusion Web-based Courses - Motivational Support = Fail Lehman, Stephen, Kauffman, Douglas F., White, Mary Jane, Horn, Christy A. & Bruning, Roger H. (2001). Teaching Interaction: Motivating At-Risk Students In Web-Based High School Courses. Journal of Research on Computing in Education, 33 (5), 1-19.