Phyllis Lee

As Director of Education, this module reinforced for me that motivation and retention are not just classroom issues — they are system-level responsibilities. My role is to help create an instructional environment where reinforcement, relevance, and real-world application are built into how we teach across programs.

One key takeaway is the power of immediate feedback. As an administrator, I can support this by guiding instructors on effective grading practices, realistic turnaround times, and using feedback as a teaching tool, not just an evaluation tool. When students know where they stand, anxiety decreases and motivation increases. That directly impacts retention and… >>>

This module really reinforced for me how much instructor attitude and energy directly impact student learning. When instructors hit that mid-course slump, students feel it immediately. I was reminded that motivation in the classroom is not static—it has to be recharged intentionally. The REFOCUS strategy stood out because it gives a practical way to regain perspective, celebrate progress, and redirect energy toward what matters most: student growth and career readiness.

I also learned the value of mid-course reflection and evaluation. Helping both instructors and students recognize how much progress has already been made builds confidence and restores commitment. The idea… >>>

After reviewing the material, I’ve learned that helping adult students succeed goes far beyond just teaching course content. Guiding students to set achievable personal goals, while holding high but realistic expectations, helps them stay motivated and progress through complex skills step by step. I also learned the importance of recognition and reinforcement—frequent feedback and rewards, even small ones, can significantly boost student engagement and achievement.

Creating a positive learning environment is equally important. Starting class with lighthearted moments, fostering group cooperation rather than intense individual competition, and demonstrating enthusiasm for the subject all help students feel supported, engaged, and ready… >>>

After reviewing the material, I’ve learned that adult learners come to the classroom with a wide range of experiences, motivations, and needs. Younger students often face challenges related to maturity and social adjustment, while nontraditional learners may struggle with confidence and updating their skills. Understanding both intrinsic needs (like wanting to succeed and develop skills) and extrinsic needs (such as security, acceptance, and recognition) is key to creating a supportive learning environment.

I also learned that strategies like giving students the power of choice, promoting cooperation across age groups, and addressing students with disabilities through direct communication can enhance motivation… >>>

Extrinsic motivation includes grades, certifications, and job opportunities — the outside rewards that push students to complete training. This is especially strong in career-focused programs.

Intrinsic motivation is internal — pride in learning a skill, confidence, and personal growth. This is what makes learning stick.

As educators, we use external goals to guide students, but we build lasting success by helping them find internal value in what they’re learning.

Students need a secure, structured environment where expectations, communication, and support systems are clear. That sense of stability builds trust and allows them to focus on learning.

At the same time, autonomy is critical. Online learners have to take ownership of their time, participation, and progress. Our role as educators is to create a framework that supports independence while still providing guidance and accountability. Balancing those two — structure and self-direction — is what leads to success.

One key takeaway for me is that online instruction has to be more intentional and streamlined than traditional lecture-based teaching. Short, focused modules that connect directly to learning objectives make it easier for students to absorb and apply information. Limiting units to essential “need-to-know” content, while using videos, examples, and interactive elements, supports both understanding and skill development.

I also see how critical course organization and layout are. A consistent, clearly labeled structure helps students spend their time learning instead of searching for materials. Organizing by modules and front-loading content gives learners the chance to prepare, ask questions early, and… >>>

Reflecting on facilitation really comes down to one question for me: did students actually learn, and did they feel supported in the process? Engagement, communication, and a safe learning environment are strong indicators that facilitation is working. When students participate regularly, collaborate with each other, and communicate respectfully, it shows the course environment is healthy.

I also think reflection has to include looking at outcomes and assessments. If student performance isn’t where it should be, that’s a signal to review how expectations, instructions, or feedback were delivered. Student evaluations are helpful too, but they should be considered alongside performance data… >>>

The concept of a “pattern of teaching” really resonates with me as I step into the Director of Education role. Consistency in course design, communication, and expectations gives students stability. When they know where to find materials, how to submit work, and how to ask questions, they can focus more on learning instead of navigating the course.

Learning outcomes, strong communication, and a centralized LMS space act as the roadmap. If those pieces aren’t clear, frustration replaces progress. Instructor presence is key — not just posting content, but actively managing the course and reinforcing processes.

I also value the structured… >>>

As someone who recently transitioned from Director of Career Services into the Director of Education role, I’m looking at technology tools through both a student-outcomes lens and an instructional lens. Effectiveness, to me, comes down to whether the tool actually improves learning, engagement, or efficiency — not just whether it’s new or feature-rich.

A useful technology tool should make instruction clearer, save faculty time, or give us better insight into student progress. If it’s complicated, underused, or doesn’t clearly support learning objectives, then its impact is limited no matter how advanced it is. I also think instructor comfort and training… >>>