Case #2: “Getting Engaged”
A Sociology professor wants the subject to be interesting for the students, and tries to keep students engaged by offering a variety of classroom activities. So students in this professor’s class have the opportunity to participate in Blackboard discussions, work in pairs or small groups, read a text, view a video, or listen to a recording. Two students, however, rarely participate in any group activities, and, a number of times, various other students have privately complained to the professor about their lack of participation in group work. The professor has tried to motivate the disengaged students by reaching out to them, by email and phone, and by trying to be nurturing, and even funny. But nothing seems to work.
The Framework
- Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another.
- Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice.
- Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values.
- Engendering competence—creating an understanding that students are effective in learning something they value.
Question
Which aspect(s) of the motivational framework above might help this professor engage the “hard-to-engage” students?
Consider the question above, and respond in the comment box below. Once you have entered your response, go to Case #3 >> [/vc_column_text][/vc_column][/vc_row]
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