Methods

how we created our recommendations for supporting online learners:

This set of recommendations is based on an initial review of the research in online learning, our understanding of student motivation in education research in general, and review by our motivation research experts. This resource was developed in real-time in response to the rapid transition to emergency remote instruction during Spring of 2020 due to the COVID-19 pandemic. Because it is a work-in-progress, we will update this resource periodically. We invite people to suggest additional research and resources for us to review and potentially include in future iterations.

To generate this resource, we conducted a brief literature review of research articles focusing on online learning and student motivation (and related constructs) between March 1 and May 1, 2020. Between May 15 and May 25, 2020 two experts in the psychology of motivation (Kenn Barron and Chris Hulleman) read through the literature review and provided suggestions for practitioners. These suggestions were then revised to produce our current set of recommendations and resources.

Learn More

a sample of further readings if you would like to learn more about the three fundamental questions of motivation:

Barron, K. E., & Hulleman, C. S. (2015). Expectancy-Value-Cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences, 2nd edition (Vol. 8, pp. 503-509). Oxford: Elsevier Ltd. doi:10.1016/B978-0-08-097086-8.26099-6 (PDF)

Hulleman, C. S., Barron, K. E., *Kosovich, J. J., & Lazowski, R. (2016). Expectancy-value models of achievement motivation in education. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills and school systems in the Twenty-First century: Theory, research, and applications (pp. 241-278). Springer International Publishing. (PDF)