Motivational Strategies in Chinese Online Self-learning Setting
Bo Zhu
Ph.D Graduate
Department of East Asian Languages and
Abstract
In a global age, long-distance learning or
online self-learning becomes a widely-respected learning alternative for many
language students. However, online language courses faces
the challenge of helping beginners complete and accomplish learning objectives,
due to a lack of motivation and adequate educational support. This study is
primarily concerned with the application of motivational strategies in the
design of online language courses.
In his work on the biology of learning, Zull (2002) discusses how the emotional
systems in the brain¡ªfear and pleasure¡ªaffect
people's learning ability. Based on Zull's
theory, this study presents three motivational strategies in designing an
online language course: 1) to establish a learning community; 2) to provide
extrinsic and intrinsic rewards for language students; and 3) to construct an
active learning setting for students. As an example of the application of these
strategies, an online self-study Chinese course, Play Smart, is presented here. Through the integration of a variety
of online communication methods, such as web blogs
and online forums, Play Smart builds a
connection among language students, as well as native speakers of Chinese. The
course features a learning-reward system which assists learners to transit from
extrinsically motivated learning to intrinsically motivated learning. Meanwhile,
the design of Play Smart encourages
active learning by engaging learners in actions and choices that are
pleasurable and effective for developing concepts and applications.
Reference
Zull,
James E. The Art of Changing the Brain: Enriching Teaching by Exploring the
Biology of Learning.