Increasing Student Motivation in the Face of the

Pandemic

In the spring of 2020, faculty across the country faced the difficult task of not only
transitioning and adapting to online modes of instruction, but also multitasking by learning new
technology, advising, holding online office hours, attending official meetings, responding to
students who requested Zoom meetings outside of office hours, and much more. Everyone came
together with one overarching goal in mind: the benefit of the students. Now, as we look ahead,
we must make decisions based on the long term. Faculty must walk a fine line between keeping
students motivated and maintaining their own morale. Student motivation will be a major
concern, regardless of the study model chosen: online, blended, hybrid, or a variety of variations.
For the sake of brevity, I’ve grouped all variants of remote/online learning modes under the
umbrella term “Pandemic learning modes.” This article delves into strategies for constructive
student engagement that can aid in increasing student motivation.

The Boomerang Principle

I believe that teaching is based on the “Boomerang principle,” which states that what one
gives, one receives. It can also be compared ideologically to Newton’s scientific law, which
states that every action has an equal and opposite reaction. But the point here is that the more
effort that is expended to motivate students and keep them constructively engaged, the more
likely it is that students will reciprocate, get involved, and progress. And it doesn’t stop there.
Consistent student involvement and engagement fuels teacher motivation, completing the circle.
Mutual trust, admiration, and motivation are required for this Boomerang principle to be lived
and practiced.

Student motivation is critical in today’s pandemic scenario, where teachers must deal
with pandemic learning modes. I’d like to draw on Maryellen Weimer’s synthesis of Paul
Pintrich’s meta-analysis on motivation to discuss how these principles can be further adapted in
various pandemic learning modes to increase student motivation.

1. Students are motivated by adaptive self-efficacy and competence perceptions.

 “If students believe they can do it, they are motivated to try,” says Weimer. The first
implication for teachers is the feedback they give to students. It must be precise… If students are
making an effort, any progress, no matter how small, should be recorded.”

“Another implication for teachers is the task’s difficulty. It must be difficult, but not
impossible to complete.”

Designing tasks that are challenging for accomplished students while not overwhelming
other students is a fine line to walk even under normal conditions, let alone with pandemic
learning modes. Teachers must not only choose tasks wisely when designing tasks, but they must
also be aware of the middle-path threshold. Anything less than this will serve as a demotivator
for students who are above grade level. Anything above this will be too difficult to design and
will serve as a demotivator for students who are below or near the average grade level. This is
where technology and visual tools can help. Bundling tasks with online technology aids will
assist students below grade level in remaining motivated. Giving students above the grade level
the option to earn extra credit for completing more difficult tasks will keep them motivated.
Enabling extra credit for going above and beyond the call of duty, bundled with specific
feedback, will also work in a two-pronged manner, as it will address the first implication.
Students above the grade level will be motivated to accept challenging tasks, whereas students
below the grade level will be motivated to complete the task or follow feedback for
improvement.

2. Students are motivated by adaptive attributions and control beliefs.

Weimer’s straightforward translation: “…If the student does not believe effort makes a
difference, they will not expend any.” One important implication for teachers is that there is a
need to discuss how learning works, the value of effort, and the control students do have over
what and how they study. Another implication is that when students are given the opportunity to
make choices and exert some control over their learning, their motivation increases…”

Students are motivated when they know their voices are being heard and that there is a
process in place for receiving student feedback not only after the course has ended but also
during it. This will be especially important with pandemic learning modes, as student voices and
feedback will need to be incorporated into course design. It will be critical to be adaptable. At
regular intervals, student feedback on various topics such as course progress, course content,
associated tasks, online aids used, and so on should be considered, and their suggestions, if
feasible, should be incorporated. This will keep students engaged and motivated in the course.
 3. Students are motivated by higher levels of interest and intrinsic motivation.

Weimer’s straightforward translation: “Research distinguishes between personal and

situational interest.” Personal interest denotes a student’s attraction to a topic—what motivates
the decision to major in a particular field. Situational interest refers to positive feelings elicited
by the learning tasks or activities themselves…Students can gain motivation from a teacher who
is clearly, unabashedly in love with the content and teaching.”

In a nutshell, motivation is contagious. Motivation breeds more motivation. A positive

flow of energy from the teacher will undoubtedly be picked up by the students, and vice versa.
Choosing online, in-person, or hybrid tasks that are out of the box and motivate students
becomes even more important during these difficult times.

4. Students are motivated by higher levels of value.

“The motivational issue here is straightforward,” says Weimer. Do students understand

the significance of what they are being asked to learn and do? …Teachers should emphasize the
importance, usefulness, and relevance of the content and associated activities at various times
and in various ways.”

To keep students motivated, they should understand the value of what they are learning
and where it will be applied in their future lives. Instead of teachers telling students the
significance of each underlying topic, it would be preferable if students were directed to discover
the relevance and future application of each topic through directed readings and experiential
learning. During these difficult times, when unemployment is on the rise, students should be
asked to make a list of and learn more about their “dream employers.” Following that, instructors
may ask students to discuss how these ‘dream employers’ use or apply the current course topics
in the workplace, and how the current course topics may be part of their future employment
interview process.

5. Students are motivated and directed by goals.

“And students aren’t motivated solely by academic goals, such as those related to
mastery (content comprehension) and performance (grades)…For teachers, one implication
involves greater use of cooperative and collaborative group work designed to include
opportunities to achieve both social and academic goals.”

The significance of collaborative learning cannot be overstated. In the case of pandemic

learning modes, these are analogous to the tightrope walker’s wooden pole. Online collaborative
tools must be used to supplement pandemic learning modes. Google provides a number of tools
for online collaboration. Online tools for team or pair collaborative programming are available
for those in the computer science field. When combined with learning, online games make an
excellent study aid for reinforcing course material.

Teachers will need to wear a special motivator hat, akin to a cement mixer, in pandemic
learning modes! A motivator who facilitates the right mix of tasks and flexible grading schemes,
and couples them with the right mix of online collaborative technology to generate positive
energy and a positive learning experience for students. But what is going to keep this motivator
going? It will be determined by the students’ motivational energy, which will be fed back to the
teacher through constructive progress, response, and enthusiasm. Any disruption in the
motivational cycle will be detrimental to everyone.