Instructors strive to teach their courses in an engaging manner, motivate students towards success, and enable students to see the course material’s relevance to their educational paths, as well as to their lives in general.
However, many of these same instructors find that motivating students to engage in the class or complete coursework can prove challenging. After all, a classroom full of students is not a monolithic entity; in each (physical or virtual) seat, you’ll find students with different needs, different demands on their time, and different reasons for attending your course.
This can especially be true in a survey course such as Introduction to Business, in which the instructor must cover a broad range of material—as you must do in any intro-level course—and in which you’ll find some students who immediately embrace the material, others who simply consider the course a “stepping stone” prerequisite to their upper-division work, and still others who are taking the class to fulfill a general requirement, with little to no prior connection to the course’s subject. Add the dimension of choosing and using technology that suits your course’s needs, and you’ll readily recognize that you must make a number of choices that could impact the level of student engagement and motivation in your course.
In today’s featured webinar, “Tackling Student Motivation in Introduction to Business,” Sarah Bumgarner of Sandhills Community College (Pinehurst, NC) explores teaching strategies that will help improve student motivation and course performance, whether you’re teaching in a traditional, online, or hybrid classroom. She also discusses how she uses MindTap to provide students with a learning experience that offers current, relevant content within a dynamic and flexible online environment.
» View the webinar, “Tackling Student Motivation in Introduction to Business.”
How do you inspire student motivation in your introductory courses? Share your ideas in the comments below.