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I agree that finding out the reason why they are handing them in so early makes sense. They may just like to clear their to do sheet and not be looking to take on more.
If there is a practical element to the task, then overachieving may not be beneficial.
Sometimes we need to be able to show a level of consistency in what we are doing and consolidate our learning. In this case I would be looking to slow them down a little.I feel it would depend on the type of study they were doing, are they working towards a qualification of some form or using the information in a work setting?
(Ruth)I agree that finding out the reason why they are handing them in so early makes sense. They may just like to clear their to do sheet and not be looking to take on more.
If there is a practical element to the task, then overachieving may not be beneficial.
Sometimes we need to be able to show a level of consistency in what we are doing and consolidate our learning. In this case I would be looking to slow them down a little.I feel it would depend on the type of study they were doing, are they working towards a qualification of some form or using the information in a work setting?
(Ruth)I feel forums are a little like classroom environments. Not many like to go first.
Shoulder tapping people to make a contribution may provide them with the confidence to put forward and answer.
Once one or two have made a comment, others can now see where the conversation appears to be heading, and contribute with more confidence (assuming they follow in the same direction).
The more you read about a topic, the more you get drawn into it, ergo the more you are likely to feel connected and driven to comment.
As the conversation gains momentum you may start to get people who are more willing to post less conforming opinions, as their voice becomes one of many, rather than the only one. (Ruth)Was the topic expected to be tricky? If so this can cause us to subconsciously expect a certain level of confusion from the students.
I would try to identify real life examples/applications for the topic. Put it into context for the students, this may provide the motivation required to stick with it and gain more understanding.
If they are motivated to find a solution then I would be motivated to help explain it in as many different ways as I can. Sometimes there is a certain level of repetition needed before something becomes clear.
Consider the cognitive load of the topic. Does it need to be broken down into smaller steps?
Does there need to be a focus on the final outcome to provide motivation to get there. (Ruth)