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Published bySusanna Little Modified over 8 years ago
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What is needed to help at-risk students in web-based classes?
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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.
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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).
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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].”
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Motivating Professional “The last three assignments you have handed in have been stellar. You are doing very well in this section.”
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Invested Professional “If you can’t think of a topic, write about a movie you liked. Have you seen any good ones lately?”
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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).
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The Winner Is…
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Excitement & Promise
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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.
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