ERIC EJ1153307: Grit, Growth Mindset, and Deliberate Practice in Online Learning

2017·0.27 MB·English

by  ERIC

Journal of Instructional Research | Volume 6 (2017) 8
GRIT, GROWTH MINDSET, AND DELIBERATE
PRACTICE IN ONLINE LEARNING
Cristie McClendon, Grand Canyon University
Robin Massey Neugebauer, Grand Canyon University
Amanda King, Grand Canyon University
ABSTRACT
Online education continues to grow in popularity and is an attractive option for individuals of all
ages, but particularly for adults who must balance work, family, and school responsibilities. Attrition
rates in online courses are high for a variety of personal and institutional reasons. Some of the personal
reasons attributed to retention in online courses and degree programs focus on non-cognitive factors
related to persistence, a growth mindset, and grit. Prior research has demonstrated that higher grit scores
could equate to higher achievement in multiple areas of a person’s life–professionally and personally, and
in academic settings. However, to mindfully improve retention of online learners, faculty need training
and should implement strategies such as deliberate practice, which requires full engagement, repeated
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that grit, a growth mindset, and deliberate practice strategies may improve retention of online students.
Identifying reasons for high attrition rates in online courses and non-cognitive traits that lead to academic
success will offer a foundation for more research to identify ways to increase student persistence in online
degree programs.
INTRODUCTION programs is very high. Existing literature reveals
The demographics of educational settings have multiple personal, professional, and institutional
become increasingly diverse in recent years as non- reasons why students drop out. Instinctively, faculty
traditional learners have become the norm for many and university leaders believe the most persistent
universities. Online learning is becoming more and motivated individuals will persist in courses
and programs. Therefore, researchers and academic
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organizations are giving increasing attention to the
& Seaman, 2011). One out of seven undergraduate
non-cognitive trait of grit, which has been tied to
college students attend a fully online program,
retention in programs. This paper will explore the
nearly 80% of graduate students choose online
construct of grit as a personal trait and deliberate
courses, and a majority of online learners are female
practice as an instructional intervention that may
and employed full-time (Online College Students,
contribute to the academic success of adult learners
2015). There are a variety of reasons that students
in online programs.
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and schedules, work obligations, tuition and fees, and Attrition in Online Courses
the school’s reputation (Best Colleges, 2016). While Distance education tends to attract more mature
more adults are accessing postsecondary education students who lead busy social and work lives
and online programs are growing, attrition in these outside of school. However, attrition rates in online
GRAND CANYON UNIVERSITY
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courses are very high, with estimates ranging from to acclimate to the online learning environment by
a low of 10% (Herbert, 2006) to as high as 40 to becoming self-directed and prepared to process large
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clear causes explaining why students drop their designers must be prepared to design courses that
degree programs; however, many researchers agree meet learners’ needs. Moreover, faculty must be
that students are more likely to drop out early in equipped to offer learners with the help they need
the semester or early in their degree programs processing information to avoid cognitive overload
and do so for a variety of “personal, professional (McQuaid, 2009). Persistence or grit may help
and program-related issues” (Bawa, 2016, p. 8). students stay enrolled in programs and achieve
Kizilcec and Halawa (2015) outlined four reasons their dream of getting a degree. Teaching strategies
why most students did not complete their online that foster grit may help faculty improve retention
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level of the course, format and content of the retaining course material studied.
course, and individuals’ goals and expectations for
CONSTRUCT OF GRIT
the course. Thus, the high attrition rates in online
Students must possess or develop the personal
courses can be a result of a variety of factors related
characteristics needed to persist and succeed in the
to institutional and learner characteristics.
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Cognitive Load programs. One attribute that may contribute to
While online programs may be more (cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:72)(cid:85)(cid:3)(cid:86)(cid:88)(cid:70)(cid:70)(cid:72)(cid:86)(cid:86)(cid:3)(cid:76)(cid:86)(cid:3)(cid:74)(cid:85)(cid:76)(cid:87)(cid:15)(cid:3)(cid:90)(cid:75)(cid:76)(cid:70)(cid:75)(cid:3)(cid:76)(cid:86)(cid:3)(cid:71)(cid:72)(cid:191)(cid:81)(cid:72)(cid:71)(cid:3)(cid:68)(cid:86)(cid:3)(cid:83)(cid:68)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:3)
convenient, many students underestimate the and perseverance for long-term goals (Duckworth,
volume of the workload and level of involvement Peterson, Matthews, & Kelly, 2007). Grit is the
required in online courses (Bawa, 2016). Learners quality of working persistently and consistently
who are accustomed to traditional, face-to-face, toward long-term goals, despite failures,
courses may lack the subject matter knowledge challenges, and/or highs and lows in the process.
and technical skills needed to succeed in online Gritty people view success and achievement of
environments. They may not be prepared for goals as a process, or marathon, and view stamina
(cid:87)(cid:75)(cid:72)(cid:3)(cid:192)(cid:88)(cid:76)(cid:71)(cid:3)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:88)(cid:85)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3)(cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:72)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:69)(cid:72)(cid:70)(cid:82)(cid:80)(cid:72)(cid:3) as their competitive advantage (Duckworth, et al.,
frustrated or even unmotivated to learn (Bawa, 2007). Non-cognitive factors such as grit, coupled
2016; Bradford, 2011). Online learning requires self- with motivation, may improve faculty and student
direction and self-discipline. Many online courses retention in postsecondary education.
follow a constructivist model, leaving learners to Grit has been shown a predictor of success,
their own devices to solve complex problems and academic achievement (Duckworth & Quinn,
build their own knowledge. Students who lack (cid:21)(cid:19)(cid:19)(cid:28)(cid:30)(cid:3)(cid:51)(cid:72)(cid:85)(cid:78)(cid:76)(cid:81)(cid:86)(cid:16)(cid:42)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3)(cid:9)(cid:3)(cid:39)(cid:88)(cid:70)(cid:78)(cid:90)(cid:82)(cid:85)(cid:87)(cid:75)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:15)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)
initiative and the ability to construct knowledge (cid:80)(cid:72)(cid:87)(cid:68)(cid:70)(cid:82)(cid:74)(cid:81)(cid:76)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:11)(cid:36)(cid:85)(cid:86)(cid:79)(cid:68)(cid:81)(cid:15)(cid:3)(cid:36)(cid:78)(cid:76)(cid:81)(cid:15)(cid:3)(cid:9)(cid:3)(cid:38)(cid:76)(cid:87)(cid:72)(cid:80)(cid:72)(cid:79)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:17)(cid:3)
on their own, may experience demotivation and (cid:54)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3) (cid:87)(cid:82)(cid:3) (cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3) (cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3) (cid:74)(cid:85)(cid:76)(cid:87)(cid:87)(cid:76)(cid:72)(cid:85)(cid:3) (cid:71)(cid:82)(cid:70)(cid:87)(cid:82)(cid:85)(cid:68)(cid:79)(cid:3)
subsequently quit either their course or degree students invested more time in studying each week
program (Bawa, 2016). Managing cognitive load and had higher grades (Cross, 2014). Developing
may help students process information at a pace grit in online students may increase the likelihood
that will increase persistence. of better grades, stronger focus, and ultimately
Additionally, online courses often contain a greater success in completion of an online
large amount of information learners are required education.
to process before meaningful learning can begin. While high levels of grit do not necessarily
Individuals cannot hold or store large amounts predict equal engagement of passion and
of information in their short-term or working perseverance in all pursuits of life, grit has shown
memory, therefore exceeding their cognitive load. to be a valid measure for success and achievement
In other words, students simply cannot digest in dominant long-term goals (Duckworth &
the large amount of information presented in the Gross, 2014). Duckworth (2016) argued that grit
courses (Paas, Renkl, & Sweller 2004). To ensure is a greater predictor of success than talent and
academic success, online learners must be prepared emotional intelligence; however, one cannot pursue
GRAND CANYON UNIVERSITY
Journal of Instructional Research | Volume 6 (2017) 10
becoming a great musician and at the same time to a goal, a superordinate goal impels that person to
a great reader, a great runner, a great cook, and create new lower order goals (actions) to supersede
a truth-seeker. Being gritty means one pursues the obstacle blocking the goal. In other words, when
a passion, not multiple passions, with consistent encountering an obstacle or unattainable goal, a
interest and sustained effort over a long period of gritty individual will identify a viable alternative
time (Duckworth et al., 2007; Duckworth & Quinn, to achieving that goal (Duckworth & Gross, 2014).
2009). Grit requires a level of self-discipline; Duckworth and Gross (2014) acknowledged that
however, it is important to recognize that grit is not both self-control and grit require aligning actions
the same at self-discipline. with intentions, and stressed the importance of
understanding different types of desired goals
Grit Versus Self-Discipline
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Maintaining consistency and effort alone
the constructs of grit and self-control is important
should not be confused with possessing self-
to understanding grit as a predictive measure of
discipline. Some people use the terms grit and
academic success and achievement. Self-control is
self-discipline interchangeably; however, there
not the same as grit.
are important distinctions between the constructs.
Prior to the conception of the construct called Studies On Grit
“grit,” Duckworth and Seligman (2005) conducted Duckworth et al. (2007) conducted two seminal
a longitudinal study of 140 eighth-grade students studies on the construct of grit. The researchers
measuring self-discipline (i.e. self-control) and developed the original 12 item Grit-O scale using
academic performance, with assessment measures a large sample of adults over the age of 25 while
taken in the fall and in the spring. The following subsequently studying whether grit increased with
year, the study was replicated with 164 eighth- age. Results of this initial study revealed that grit was
graders, with added measures of IQ. Measures associated with higher levels of lifetime schooling
of IQ and self-discipline were taken in fall, and among individuals of the same age. The researchers
again in the spring. Self-discipline measured in fall collected self-report data on education level and grit
accounted for more than twice as much variance scale measures from 1,545 participants who were
(cid:68)(cid:86)(cid:3)(cid:44)(cid:52)(cid:3)(cid:76)(cid:81)(cid:3)(cid:191)(cid:81)(cid:68)(cid:79)(cid:3)(cid:74)(cid:85)(cid:68)(cid:71)(cid:72)(cid:86)(cid:3)(cid:76)(cid:81)(cid:3)(cid:86)(cid:83)(cid:85)(cid:76)(cid:81)(cid:74)(cid:17)(cid:3)(cid:39)(cid:88)(cid:70)(cid:78)(cid:90)(cid:82)(cid:85)(cid:87)(cid:75)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3) 25 years of age and older. Results of an analysis
Seligman (2005) determined self-discipline to be of variance showed that more educated adults had
a stronger predictor of academic performance than higher grit scores than their less educated peers.
IQ. In short, self-discipline was noted an important When controlling for age, results showed that post-
predictor of success in academic settings. Building college graduates had higher grit scores than their
(cid:82)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:86)(cid:72)(cid:3)(cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:86)(cid:15)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:72)(cid:85)(cid:86)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:76)(cid:72)(cid:71)(cid:3)(cid:86)(cid:72)(cid:79)(cid:73)(cid:16)(cid:70)(cid:82)(cid:81)(cid:87)(cid:85)(cid:82)(cid:79)(cid:3) peers in other groups. Adults high on grit and over
and grit to determine potential correlations the age of 24 tended to attain higher degrees than
predictive of success and achievement. those with grit scores one standard deviation lower
A recent study by Duckworth and Gross (2014) (Duckworth et al., 2007; Duckworth & Quinn,
on self-control (i.e. self-discipline) and grit, found 2009). Thus, Duckworth et al. (2007) found that
the constructs strongly correlated—yet distinctly grit tended to be higher in older adults and based
different. That is, individuals who score high in self- this not only on study data, but also on the premise
control resist temptations, but are not necessarily that life experience, persistence, and diligence
able to pursue a desired and dominant goal. contributed to one’s grit, or passion for long-term
Likewise, individuals high in grit may succumb to goals.
temptations unrelated to a chosen passion of pursuit, Duckworth and Quinn (2009) conducted a
but may be able to pursue a dominant goal. Self- quantitative study seeking to test the predictive
control requires aligning actions to a desired goal validity of the shorter 8-item Grit-S scale for
without momentarily yielding to distractions. In purposes of retention of West Point cadets. The
contrast, grit involves working persistently toward sample included 1,248 freshmen cadets in their
a single, challenging superordinate goal over a time (cid:191)(cid:85)(cid:86)(cid:87)(cid:3) (cid:86)(cid:88)(cid:80)(cid:80)(cid:72)(cid:85)(cid:3) (cid:87)(cid:85)(cid:68)(cid:76)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3) (cid:83)(cid:85)(cid:82)(cid:74)(cid:85)(cid:68)(cid:80)(cid:17)(cid:3) (cid:56)(cid:83)(cid:82)(cid:81)(cid:3) (cid:72)(cid:81)(cid:87)(cid:72)(cid:85)(cid:76)(cid:81)(cid:74)(cid:3)
span of years or even decades. For instance, when the summer program, the cadets completed the
a gritty individual encounters a setback or obstacle Grit-S, Grit-O and were also rated with the Whole
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11
Candidate Score (WCS), a compilation of high Another academic study measured grit of 175
school rank, SAT score, extracurricular activities, (cid:191)(cid:81)(cid:68)(cid:79)(cid:76)(cid:86)(cid:87)(cid:86)(cid:3)(cid:76)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:21)(cid:19)(cid:19)(cid:24)(cid:3)(cid:54)(cid:70)(cid:85)(cid:76)(cid:83)(cid:83)(cid:86)(cid:3)(cid:49)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3)(cid:54)(cid:83)(cid:72)(cid:79)(cid:79)(cid:76)(cid:81)(cid:74)(cid:3)(cid:37)(cid:72)(cid:72)(cid:3)
and a standardized physical evaluation on a along with verbal IQ and self-control to measure
weighted composite. The dependent variable for predictability (Duckworth et al., 2007). The study
this study was summer retention: 1 = retained, 0 concluded grittier students realized greater success
= separated, and the independent variable was grit in the spelling bee due to putting in more study
scores. Findings determined grit was a stronger hours than their less gritty peers. The study also
predictor of success than the Whole Candidate suggested that grit was a stronger predictor of
Score. Students who scored one standard deviation success than self-control (Duckworth et al., 2007).
higher than average on the Grit-S were much more Final round prediction was better predicted by
(cid:79)(cid:76)(cid:78)(cid:72)(cid:79)(cid:92)(cid:3)(cid:87)(cid:82)(cid:3)(cid:191)(cid:81)(cid:76)(cid:86)(cid:75)(cid:3)(cid:86)(cid:88)(cid:80)(cid:80)(cid:72)(cid:85)(cid:3)(cid:87)(cid:85)(cid:68)(cid:76)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:11)(cid:39)(cid:88)(cid:70)(cid:78)(cid:90)(cid:82)(cid:85)(cid:87)(cid:75)(cid:3)(cid:72)(cid:87)(cid:3)(cid:68)(cid:79)(cid:17)(cid:15)(cid:3) verbal IQ than grit (Duckworth et al., 2007). Grit is
2007). A regression analysis revealed Grit-S was a sound measure of retention and success, as well
a strong predictor of summer retention over the as perseverance toward academic success.
WCS. Though the study was conducted to measure Additionally, Cross (2014) conducted a study
retention, inferences can be made that satisfactory to measure grit in doctoral students enrolled in
level of academic success and achievement was
(cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:86)(cid:17)(cid:3)(cid:43)(cid:76)(cid:86)(cid:3)(cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:86)(cid:3)(cid:86)(cid:88)(cid:74)(cid:74)(cid:72)(cid:86)(cid:87)(cid:72)(cid:71)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)
also gained. Similar to Duckworth and Quinn relationships between grit and GPA, grit and
(2009), Eskreis-Winkler, Shulman, Beal, and the amount of time spent studying, and grit and
Duckworth (2014) determined military candidates age. The implications are that grit may increase
high in grit were more likely to succeed in Army throughout life due to experiences and education,
Special Operations Forces (ARSOF) training than grittier individuals may put more effort into their
candidates with lower grit scores. In summary, education, and grittier students may have better
students’ high in grit may be stronger candidates results in traditional and non-traditional settings.
for retention and success.
While the literature on grit is still expanding, the
Grit and Academics current literature supports that people of varying
ages and high grit were shown to have higher
Prior research conducted in education settings
revealed that academic achievement is based educational achievement.
on a combination of an individual’s cognitive Although previous research indicated grit a
abilities and personality traits (Bazelais, Lemay & predictor of achievement in areas of academia,
Dolek, 2016). Similarly, prior research has shown military, and the workplace, it is important to note
grit a predictor of success for students in K-12 (cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:86)(cid:82)(cid:80)(cid:72)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:86)(cid:88)(cid:74)(cid:74)(cid:72)(cid:86)(cid:87)(cid:72)(cid:71)(cid:3)(cid:74)(cid:85)(cid:76)(cid:87)(cid:3)(cid:76)(cid:86)(cid:3)(cid:68)(cid:81)(cid:3)(cid:76)(cid:81)(cid:86)(cid:88)(cid:73)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:87)(cid:3)
(Duckworth & Quinn, 2009) and postsecondary indicator of overall success (Bazelais, Lemay,
education settings (Cross, 2014; Duckworth et al., & Doleck, 2016; Dumfart & Neubauer, 2016;
2007). Elementary, junior high, high school, and Ivcevic & Brackett, 2014). Dumfart and Neubauer
college students with higher grit scores were shown (2016) conducted a study of 498 eighth graders to
to have higher grades and a greater likelihood of determine if noncognitive traits had incremental
graduating (Duckworth et al., 2007; Duckworth validity over cognitive skill and conscientiousness.
(cid:9)(cid:3)(cid:52)(cid:88)(cid:76)(cid:81)(cid:81)(cid:15)(cid:3)(cid:21)(cid:19)(cid:19)(cid:28)(cid:12)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:86)(cid:72)(cid:3)(cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:86)(cid:3)(cid:86)(cid:88)(cid:74)(cid:74)(cid:72)(cid:86)(cid:87)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:72)(cid:85)(cid:86)(cid:3) Results indicated adolescents high in grit performed
enrolled in online courses may have similar results. slightly better in academics, but conscientiousness
Eskreis-Winkler et al. (2014) conducted a study was the more important factor, of which grit is one
on high school students to determine if there was a component. Additionally, Bazelais et al. (2016)
relationship between grit and retention. Predictors investigated the impact of grit on the academic
for graduation were gender, race, socioeconomic performance of freshmen physics students and
status, school safety, and support by peers and found students’ previous academic performance
teachers. The evaluation period for the participating (cid:90)(cid:68)(cid:86)(cid:3)(cid:68)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:83)(cid:85)(cid:72)(cid:71)(cid:76)(cid:70)(cid:87)(cid:82)(cid:85)(cid:3)(cid:82)(cid:73)(cid:3)(cid:70)(cid:82)(cid:79)(cid:79)(cid:72)(cid:74)(cid:72)(cid:3)(cid:83)(cid:72)(cid:85)(cid:73)(cid:82)(cid:85)(cid:80)(cid:68)(cid:81)(cid:70)(cid:72)(cid:3)
students went from their junior year through senior and in physics. However, grit was not a predictor of
graduation. Results found grit was correlated to academic achievement or course grades.
retention, with results holding when controlled for Grit may be a better indicator of success in
additional factors (Eskreis-Winkler et al., 2014). high-level goals, which are narrow and selected by
GRAND CANYON UNIVERSITY
Journal of Instructional Research | Volume 6 (2017) 12
the individual, such as an extracurricular activity. strategies, and applying feedback from others.
However, broader traits, such as conscientiousness They consistently try new approaches and view
from the Big Five Inventory, may be better predictors failure as a momentary setback and opportunity
of overall success in areas such as school in general to grow. Unlike most gifted individuals, growth
(Ivcevic & Brackett, 2014), even though grit has mindset individuals are typically more focused
been shown to correlate with conscientiousness in on learning and improving and less worried about
a number of settings (Duckworth & Quinn, 2009; “looking smart” and earning high grades. Applied
Eskreis-Winkler et al., 2014; Kelly, Matthews, & to online learning and cognitive overload, students
Bartone, 2014; Maddi, Matthews, Kelly, Villarreal, who embrace a growth mindset and grit will view
(cid:9)(cid:3) (cid:58)(cid:75)(cid:76)(cid:87)(cid:72)(cid:15)(cid:3) (cid:21)(cid:19)(cid:20)(cid:21)(cid:12)(cid:17)(cid:3) (cid:55)(cid:75)(cid:72)(cid:86)(cid:72)(cid:3) (cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:86)(cid:3) (cid:68)(cid:79)(cid:76)(cid:74)(cid:81)(cid:3) (cid:90)(cid:76)(cid:87)(cid:75)(cid:3) (cid:87)(cid:75)(cid:72)(cid:3)(cid:192)(cid:88)(cid:76)(cid:71)(cid:3)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:88)(cid:85)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:81)(cid:72)(cid:72)(cid:71)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:86)(cid:72)(cid:79)(cid:73)(cid:16)
Duckworth (2016) in suggesting that being gritty direction as a challenge to be overcome, rather than
(cid:80)(cid:72)(cid:68)(cid:81)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:83)(cid:88)(cid:85)(cid:86)(cid:88)(cid:72)(cid:3)(cid:82)(cid:81)(cid:72)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:83)(cid:68)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3)(cid:81)(cid:82)(cid:87)(cid:3)(cid:80)(cid:88)(cid:79)(cid:87)(cid:76)(cid:83)(cid:79)(cid:72)(cid:3) a barrier leading to failure. However, Dweck and
passions, with consistency of interest and sustained Duckworth assert that grit and a growth mindset
effort over a long period of time. It is possible must also be recognized and developed. Therefore,
(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:68)(cid:87)(cid:87)(cid:68)(cid:76)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:87)(cid:92)(cid:83)(cid:72)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:3) faculty need to cultivate this trait among students
are lower-level goals leading into a higher-level in addition to delivering content knowledge.
goal (Duckworth 2016). This could explain why Growth mindset is grounded in the view that
individuals with higher grit scores have shown to one’s abilities are not set. In other words, individuals
perform better academically than peers with lower can develop cognitive skills through practice,
grit scores. training, and a clearly structured method (Dweck,
Grit is a non-cognitive trait associated with long- 2015). Effective faculty members facilitate a growth
term persistence and passion. Many individuals mindset by creating a safe, secure environment
who are cognitively gifted will seek to earn an where students can learn and engage in deliberate
A or A- and will not have to try as hard as other practice without fear of failure (Bromley, 2014).
individuals. Consequently, some students reach Deliberate practice was designed as an instructional
(cid:68)(cid:3)(cid:70)(cid:72)(cid:85)(cid:87)(cid:68)(cid:76)(cid:81)(cid:3)(cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:3)(cid:82)(cid:73)(cid:3)(cid:83)(cid:85)(cid:82)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:70)(cid:92)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:86)(cid:87)(cid:82)(cid:83)(cid:3)(cid:82)(cid:81)(cid:70)(cid:72)(cid:3)(cid:87)(cid:75)(cid:72)(cid:92)(cid:3) (cid:83)(cid:85)(cid:68)(cid:70)(cid:87)(cid:76)(cid:70)(cid:72)(cid:3)(cid:87)(cid:82)(cid:3)(cid:86)(cid:75)(cid:82)(cid:90)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:72)(cid:85)(cid:86)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:179)(cid:72)(cid:73)(cid:73)(cid:82)(cid:85)(cid:87)(cid:73)(cid:88)(cid:79)(cid:180)(cid:3)
achieve the desired grade or goal. However, gritty practice as they work to develop skills. Deliberate
people consistently try to maximize their outcomes practice is meant to explicitly improve one’s skills,
and strive to always do their best, not focusing with an instructor’s help, and requires that the
on limits, ceilings and/or thresholds. Instead, individual expend complex, concentrated effort,
talented and gritty individuals are discontent with combined with proper training and feedback, for
only a good grade; they seek to learn, understand, an extended period of time (Colvin, 2010).
and succeed as much as possible (Duckworth, Deliberate practice can be incorporated into
(cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:17)(cid:3)(cid:48)(cid:82)(cid:86)(cid:87)(cid:3)(cid:73)(cid:68)(cid:70)(cid:88)(cid:79)(cid:87)(cid:92)(cid:3)(cid:80)(cid:72)(cid:80)(cid:69)(cid:72)(cid:85)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:87)(cid:72)(cid:68)(cid:70)(cid:75)(cid:72)(cid:85)(cid:86)(cid:3)(cid:75)(cid:68)(cid:89)(cid:72)(cid:3) instruction in various ways. There is not one “magic
experienced learners who are gifted, yet struggle bullet” for designing this type of practice, but
with any type of failure. Gritty learners persevere strategies have been developed that can facilitate
in spite of obstacles, determined to succeed no the use of deliberate practice in the classroom and
matter the hurdle. Consequently, cognitive ability beyond. A model may lend some clarity to the
alone does not always mean one will be successful process.
in academic pursuits, particularly post-secondary
Step 1: Identify an exemplar of effectiveness
pursuits.
(cid:55)(cid:75)(cid:72)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:3)(cid:86)(cid:87)(cid:72)(cid:83)(cid:3)(cid:87)(cid:82)(cid:3)(cid:71)(cid:72)(cid:89)(cid:72)(cid:79)(cid:82)(cid:83)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:3)(cid:80)(cid:82)(cid:71)(cid:72)(cid:79)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:71)(cid:72)(cid:79)(cid:76)(cid:69)(cid:72)(cid:85)(cid:68)(cid:87)(cid:72)(cid:3)
GROWTH MINDSET practice includes identifying exemplars, templates,
Intelligence and grit are not traits that one or instructional aides that outline and demonstrate
is necessarily born with; these traits can be (cid:70)(cid:85)(cid:76)(cid:87)(cid:72)(cid:85)(cid:76)(cid:68)(cid:3) (cid:73)(cid:82)(cid:85)(cid:3) (cid:86)(cid:88)(cid:70)(cid:70)(cid:72)(cid:86)(cid:86)(cid:3) (cid:11)(cid:51)(cid:72)(cid:79)(cid:79)(cid:72)(cid:92)(cid:15)(cid:3) (cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:17)(cid:3) (cid:36)(cid:71)(cid:71)(cid:76)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:79)(cid:92)(cid:15)(cid:3)
recognized and developed, as well. However, to faculty should provide clear instructions and
develop grit, one must embrace a growth mindset criteria for performance. When students know the
(cid:11)(cid:39)(cid:88)(cid:70)(cid:78)(cid:90)(cid:82)(cid:85)(cid:87)(cid:75)(cid:15)(cid:3) (cid:21)(cid:19)(cid:20)(cid:22)(cid:30)(cid:3) (cid:39)(cid:90)(cid:72)(cid:70)(cid:78)(cid:15)(cid:3) (cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:17)(cid:3) (cid:44)(cid:81)(cid:71)(cid:76)(cid:89)(cid:76)(cid:71)(cid:88)(cid:68)(cid:79)(cid:86)(cid:3) criteria for achievement up front, and those do not
who have a growth mindset believe talent can change, then the probability for success improves.
be developed through hard work, mindful Step 2: High expectations
GRAND CANYON UNIVERSITY
13
A second step for a model of deliberate and experiences in the online environment
practice includes establishing high, yet realistic through weekly guidance, announcements, and/or
(cid:72)(cid:91)(cid:83)(cid:72)(cid:70)(cid:87)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:11)(cid:51)(cid:72)(cid:79)(cid:79)(cid:72)(cid:92)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:17)(cid:3)(cid:55)(cid:82)(cid:3)(cid:73)(cid:68)(cid:70)(cid:76)(cid:79)(cid:76)(cid:87)(cid:68)(cid:87)(cid:72)(cid:3)(cid:86)(cid:88)(cid:70)(cid:70)(cid:72)(cid:86)(cid:86)(cid:15)(cid:3) classroom assessments.
students should be encouraged to set goals and Faculty should design practice tasks based on
then act on them. However, those goals should students’ prior knowledge. This links back to the
be realistic and attainable so that frustration does premise discussed earlier that goals should be high,
not set in. Additionally, students should know but realistic. The same applies to practice. The
that the instructor or faculty member believes in problems or activities should keep learners on their
their efforts and ability. Finally, students should
(cid:179)(cid:80)(cid:72)(cid:81)(cid:87)(cid:68)(cid:79)(cid:3)(cid:87)(cid:76)(cid:83)(cid:87)(cid:82)(cid:72)(cid:86)(cid:15)(cid:180)(cid:3)(cid:69)(cid:88)(cid:87)(cid:3)(cid:86)(cid:75)(cid:82)(cid:88)(cid:79)(cid:71)(cid:3)(cid:81)(cid:82)(cid:87)(cid:3)(cid:69)(cid:72)(cid:3)(cid:87)(cid:82)(cid:82)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:3)
be encouraged to always look to the next level of that they cannot be solved. In order to maximize
performance (Bromley, 2014), to exercise continual
(cid:87)(cid:75)(cid:72)(cid:3)(cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:83)(cid:85)(cid:68)(cid:70)(cid:87)(cid:76)(cid:70)(cid:72)(cid:15)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:86)(cid:75)(cid:82)(cid:88)(cid:79)(cid:71)(cid:3)(cid:69)(cid:72)(cid:3)(cid:68)(cid:69)(cid:79)(cid:72)(cid:3)
improvement.
(cid:87)(cid:82)(cid:3)(cid:86)(cid:88)(cid:70)(cid:70)(cid:72)(cid:72)(cid:71)(cid:17)(cid:3)(cid:58)(cid:75)(cid:72)(cid:81)(cid:3)(cid:83)(cid:85)(cid:82)(cid:69)(cid:79)(cid:72)(cid:80)(cid:86)(cid:3)(cid:68)(cid:85)(cid:72)(cid:3)(cid:87)(cid:82)(cid:82)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:15)(cid:3)(cid:68)(cid:85)(cid:72)(cid:3)
Step 3: Engage in focused and targeted practice poorly designed or are unrealistic, students
Accomplished performers practice for over lose motivation, tend to get frustrated, and may
1000 hours each year, and it takes about 10 years not attempt the tasks (Brabeck et al., 2017). As
(e.g., 10,000 hours of practice) to reach “world class previously mentioned, classroom assessments are a
status” (Gladwell, 2008). Therefore, students must good tool to use in the online environment to gauge
realize that developing skill takes time and effort. student understanding of content, frustration level
Instructors should allow multiple opportunities and stress. A simple strategy is to post a closing
for students to learn, practice, and show what they thread to the weekly discussion, labeled as “Muddy
know (Bromley, 2014). Offering a variety from two and clear.” The students post what content is
(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:87)(cid:92)(cid:83)(cid:72)(cid:86)(cid:15)(cid:3)(cid:68)(cid:79)(cid:79)(cid:82)(cid:90)(cid:86)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:72)(cid:85)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:86)(cid:72)(cid:79)(cid:72)(cid:70)(cid:87)(cid:3)(cid:83)(cid:85)(cid:68)(cid:70)(cid:87)(cid:76)(cid:70)(cid:72)(cid:3) clear in their minds and what content needs to be
options that appeals to their preferences. (cid:70)(cid:79)(cid:68)(cid:85)(cid:76)(cid:191)(cid:72)(cid:71)(cid:17)(cid:3)(cid:55)(cid:75)(cid:76)(cid:86)(cid:3)(cid:70)(cid:68)(cid:81)(cid:3)(cid:86)(cid:72)(cid:85)(cid:89)(cid:72)(cid:3)(cid:68)(cid:86)(cid:3)(cid:68)(cid:81)(cid:3)(cid:68)(cid:86)(cid:86)(cid:72)(cid:86)(cid:86)(cid:80)(cid:72)(cid:81)(cid:87)(cid:15)(cid:3)(cid:69)(cid:88)(cid:87)(cid:3)(cid:68)(cid:79)(cid:86)(cid:82)(cid:3)
an opportunity for instructor feedback.
Two kinds of practice increase student success:
distributed practice and interleaved practice Prior to allowing students to engage in
(Bromley, 2014). Distributed practice includes a set independent practice, the faculty member should
of scheduled activities over time and helps students model the problem-solving process students will be
improve problem-solving skills, since they are not asked to use. Guiding students through example
“cramming” practice into shorter sessions or periods problems with instructional prompts encourages
of time (Bromley, 2014). Practice is effective when (cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:86)(cid:87)(cid:72)(cid:83)(cid:86)(cid:3)(cid:88)(cid:86)(cid:72)(cid:71)(cid:3)(cid:76)(cid:81)(cid:3)(cid:86)(cid:82)(cid:79)(cid:89)(cid:76)(cid:81)(cid:74)(cid:3)(cid:83)(cid:85)(cid:82)(cid:69)(cid:79)(cid:72)(cid:80)(cid:86)(cid:17)(cid:3)
students are engaged in frequent, short sessions Additionally, students should be given ample
spaced out over periods of time. Effective practice opportunity to practice skills before tests (Brabeck
also includes differently structured problems within et al., 2017). Reviews and tests are ways to engage
one instructional session. For the online learner, this students in practice to improve learning outcomes
can be accomplished through weekly assignments, as well. Open-ended questions require students to
asynchronous or synchronous sessions with other access working memory and retrieve information.
students and the faculty member. These two methods are reviews effective when
Interleaved practice includes a mixture of effectively crafted to measure learning objectives,
problems within one instructional or study session strategically spaced and frequent (Brabeck et al.,
(Bromley, 2014). Students complete problems 2017). In the online environment, faculty members
that have similar structures, but different surface can use podcasts and short videos to model or
features. This allows them to identify relevant and explain problems or content for the current week.
irrelevant information and to transfer knowledge to (cid:55)(cid:75)(cid:76)(cid:86)(cid:3)(cid:70)(cid:68)(cid:81)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:79)(cid:92)(cid:3)(cid:85)(cid:72)(cid:71)(cid:88)(cid:70)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:68)(cid:83)(cid:83)(cid:85)(cid:72)(cid:75)(cid:72)(cid:81)(cid:86)(cid:76)(cid:82)(cid:81)(cid:3)
different situations and settings (Brabeck, Jeffrey, and encourage engagement with the content.
& Fry, 2017). This type of practice helps students (cid:38)(cid:75)(cid:88)(cid:81)(cid:78)(cid:76)(cid:81)(cid:74)(cid:3) (cid:76)(cid:81)(cid:73)(cid:82)(cid:85)(cid:80)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3) (cid:69)(cid:92)(cid:3) (cid:69)(cid:85)(cid:72)(cid:68)(cid:78)(cid:76)(cid:81)(cid:74)(cid:3) (cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:3)
remember information over longer periods of problems into basic parts also helps students
time and transfer information into their long-term transfer content to long-term memory (Brabeck et
memory. These sessions can be maximized when al., 2017). Chunking allows learners to compress up
instructors activate students’ prior knowledge to eight units of information into one meaningful
GRAND CANYON UNIVERSITY
Journal of Instructional Research | Volume 6 (2017) 14
unit or “chunk” (Brabeck et al., 2017). Students improve their work during iterative processes. This
practice small steps of a larger problem and work helps students focus on the more important process
up to completing an entire whole. As mentioned of learning, rather than attaining a certain grade.
earlier, exemplars help students identify criteria
(cid:54)(cid:87)(cid:72)(cid:83)(cid:3)(cid:24)(cid:29)(cid:3)(cid:53)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:15)(cid:3)(cid:82)(cid:69)(cid:86)(cid:72)(cid:85)(cid:89)(cid:72)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:70)(cid:82)(cid:80)(cid:80)(cid:88)(cid:81)(cid:76)(cid:70)(cid:68)(cid:87)(cid:72)
for success. Thus, giving students sample problems
(cid:36)(cid:3)(cid:191)(cid:81)(cid:68)(cid:79)(cid:3)(cid:86)(cid:87)(cid:72)(cid:83)(cid:3)(cid:87)(cid:82)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:71)(cid:72)(cid:79)(cid:76)(cid:69)(cid:72)(cid:85)(cid:68)(cid:87)(cid:72)(cid:3)(cid:83)(cid:85)(cid:68)(cid:70)(cid:87)(cid:76)(cid:70)(cid:72)(cid:3)(cid:83)(cid:85)(cid:82)(cid:70)(cid:72)(cid:86)(cid:86)(cid:3)
will help provide the extra scaffold or guidance
(cid:76)(cid:81)(cid:70)(cid:79)(cid:88)(cid:71)(cid:72)(cid:86)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3)(cid:82)(cid:69)(cid:86)(cid:72)(cid:85)(cid:89)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:70)(cid:82)(cid:80)(cid:80)(cid:88)(cid:81)(cid:76)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)
they need to successfully complete the task at
of progress. Individuals who engage with others
hand. Finally, instructors should give students just
and incorporate feedback into their practice
enough information to begin to solve the problem,
will yield more meaningful improvement than
waiting until they need more information to
those who work alone and do not collaborate
undertake the next step. This is referred to as “just-
(cid:11)(cid:48)(cid:68)(cid:85)(cid:93)(cid:68)(cid:81)(cid:82)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:17)(cid:3)(cid:55)(cid:72)(cid:68)(cid:70)(cid:75)(cid:72)(cid:85)(cid:86)(cid:3)(cid:70)(cid:68)(cid:81)(cid:3)(cid:83)(cid:85)(cid:82)(cid:89)(cid:76)(cid:71)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)
in-time instruction” and helps manage the amount
(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:84)(cid:88)(cid:72)(cid:86)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:74)(cid:88)(cid:76)(cid:71)(cid:72)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:17)(cid:3)(cid:55)(cid:75)(cid:76)(cid:86)(cid:3)(cid:179)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:92)(cid:3)
of information students have to store in working
instruction” helps students learn more about how
memory during practice sessions (Brabeck et al.,
they learn, which in turn, helps them with new
2017).
learning. Additionally, faculty members can learn
Step 4: Provide detailed formative assessment
(cid:71)(cid:88)(cid:85)(cid:76)(cid:81)(cid:74)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:73)(cid:72)(cid:72)(cid:71)(cid:69)(cid:68)(cid:70)(cid:78)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:83)(cid:85)(cid:82)(cid:70)(cid:72)(cid:86)(cid:86)(cid:3)(cid:68)(cid:86)(cid:3)(cid:90)(cid:72)(cid:79)(cid:79)(cid:15)(cid:3)
feedback
(cid:80)(cid:68)(cid:78)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:71)(cid:77)(cid:88)(cid:86)(cid:87)(cid:80)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:191)(cid:81)(cid:72)(cid:3)(cid:87)(cid:88)(cid:81)(cid:72)(cid:3)(cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)
Clear and detailed feedback is also important for the next time they teach the concept or guide
to providing students with information on their (cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:87)(cid:75)(cid:85)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3)(cid:71)(cid:72)(cid:79)(cid:76)(cid:69)(cid:72)(cid:85)(cid:68)(cid:87)(cid:72)(cid:3)(cid:83)(cid:85)(cid:68)(cid:70)(cid:87)(cid:76)(cid:70)(cid:72)(cid:17)(cid:3)(cid:37)(cid:85)(cid:82)(cid:82)(cid:78)(cid:191)(cid:72)(cid:79)(cid:71)(cid:182)(cid:86)(cid:3)
efforts and skills. Feedback should not be reserved (1995) Critical Incident Questionnaire can be a tool
until the end of an instructional episode. Rather, it (cid:88)(cid:86)(cid:72)(cid:71)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:73)(cid:68)(cid:70)(cid:88)(cid:79)(cid:87)(cid:92)(cid:3)(cid:76)(cid:81)(cid:86)(cid:76)(cid:74)(cid:75)(cid:87)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)
should be consistently provided during the learning (cid:84)(cid:88)(cid:72)(cid:86)(cid:87)(cid:76)(cid:82)(cid:81)(cid:81)(cid:68)(cid:76)(cid:85)(cid:72)(cid:3)(cid:82)(cid:88)(cid:87)(cid:79)(cid:76)(cid:81)(cid:72)(cid:86)(cid:3)(cid:191)(cid:89)(cid:72)(cid:3)(cid:84)(cid:88)(cid:72)(cid:86)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)
process to give students timely information on answer:
their progress toward desired learning outcomes. 1. At what moment in the class this week did
Feedback needs to be clear and outline exactly you feel most engaged with what was happening?
what students are doing well and what they need to
2. At what moment in the class this week did
improve (Brabeck et al., 2017). Online faculty can
you feel most distanced from what was happening?
use the track change function and comment feature
(cid:22)(cid:17)(cid:3)(cid:58)(cid:75)(cid:68)(cid:87)(cid:3)(cid:68)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:68)(cid:81)(cid:92)(cid:82)(cid:81)(cid:72)(cid:3)(cid:11)(cid:87)(cid:72)(cid:68)(cid:70)(cid:75)(cid:72)(cid:85)(cid:3)(cid:82)(cid:85)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:12)(cid:3)
in Microsoft Word to provide detailed feedback
(cid:87)(cid:82)(cid:82)(cid:78)(cid:3)(cid:76)(cid:81)(cid:3)(cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:3)(cid:87)(cid:75)(cid:76)(cid:86)(cid:3)(cid:90)(cid:72)(cid:72)(cid:78)(cid:3)(cid:71)(cid:76)(cid:71)(cid:3)(cid:92)(cid:82)(cid:88)(cid:3)(cid:191)(cid:81)(cid:71)(cid:3)(cid:80)(cid:82)(cid:86)(cid:87)(cid:3)(cid:68)(cid:73)(cid:191)(cid:85)(cid:80)(cid:76)(cid:81)(cid:74)(cid:3)
on assignments. Additionally, interacting with
and helpful?
students live through videoconferencing software,
4. What action that anyone (teacher or student)
such as Zoom, can allow the faculty member to
took in class this week did you did most puzzling
meet individually with students and post the paper
or confusing?
so both can review and dialogue about needed
changes in a live session. Zoom also has a recording 5. What about the class this week surprised you
feature so the session can be recorded and reviewed the most? (This could be something about your
by the student at a later date. own reactions to what went on, or something that
someone did, or anything else that occurs to you.
(cid:53)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:76)(cid:86)(cid:3)(cid:83)(cid:68)(cid:85)(cid:87)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:73)(cid:72)(cid:72)(cid:71)(cid:69)(cid:68)(cid:70)(cid:78)(cid:3)(cid:83)(cid:85)(cid:82)(cid:70)(cid:72)(cid:86)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)
should be built into class time to ensure students (cid:11)(cid:37)(cid:85)(cid:82)(cid:82)(cid:78)(cid:191)(cid:72)(cid:79)(cid:71)(cid:15)(cid:3)(cid:20)(cid:28)(cid:28)(cid:24)(cid:12)(cid:3)
think on their progress. Closing announcements The CIQ can be posted at the end of an online
for each online course week can post a review (cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:3)(cid:90)(cid:72)(cid:72)(cid:78)(cid:3)(cid:87)(cid:82)(cid:3)(cid:68)(cid:79)(cid:79)(cid:82)(cid:90)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:3)(cid:82)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)
progress, but also to provide the instructor with
(cid:82)(cid:73)(cid:3)(cid:70)(cid:82)(cid:81)(cid:87)(cid:72)(cid:81)(cid:87)(cid:3)(cid:87)(cid:68)(cid:88)(cid:74)(cid:75)(cid:87)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:84)(cid:88)(cid:72)(cid:86)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)
learner. Additionally, discussion questions can be information on how instruction may need to be
posted to allow learners to summarize feedback, adjusted in upcoming weeks.
evaluate on their progress and ask clarifying In academic settings, deliberate practice is
questions. During feedback, the instructor or facilitated by the faculty member who guides
faculty member should praise students on the effort practice, provides meaningful and immediate
expended rather than what they attain (Dweck, feedback, and then repeats the cycle over and over.
2015). This includes pointing out how students Praise is key in that it focuses on keeping learners
GRAND CANYON UNIVERSITY
15
engaged in producing hard work and effort that
leads to results and achievement (Dweck, 2015).
Additionally, deliberate practice requires that the
faculty member scaffold instruction, chunking
information and breaking it down into manageable
pieces to avoid cognitive overload. Over time, the
instructor guides the learner to combine pieces
into a complicated whole. Engaging in deliberate
practice also requires passion and grit as individuals
cannot be afraid to take risks and make mistakes.
(cid:50)(cid:81)(cid:79)(cid:92)(cid:3) (cid:3) (cid:87)(cid:75)(cid:85)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3) (cid:3) (cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3) (cid:82)(cid:81)(cid:3) (cid:80)(cid:76)(cid:86)(cid:87)(cid:68)(cid:78)(cid:72)(cid:86)(cid:3) (cid:68)(cid:81)(cid:71)(cid:3)
setbacks can one learn. Accurate and timely
feedback is also important to deliberate practice,
as students must be able to repeat the task or
assignment correctly to progress and master
a skill. In other words, the feedback must be
(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:87)(cid:68)(cid:85)(cid:74)(cid:72)(cid:87)(cid:72)(cid:71)(cid:3)(cid:86)(cid:82)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:72)(cid:85)(cid:3)(cid:78)(cid:81)(cid:82)(cid:90)(cid:86)(cid:3)(cid:72)(cid:91)(cid:68)(cid:70)(cid:87)(cid:79)(cid:92)(cid:3)
how to move forward. Dweck (2015) asserted
deliberate practice aligns with a growth mindset
in that it requires individuals to stretch beyond
their current capabilities, identifying areas of
needed development, but also sustaining correct
performances.
In summary, online education continues to
grow in popularity and is an attractive option
for individuals of all ages, but particularly for
adults who must balance work, family and
school responsibilities. Attrition rates in online
courses are high for a variety of personal and
institutional reasons. Some of the personal reasons
attributed to retention in online courses and degree
programs focus on non-cognitive factors related
to persistence, a growth mindset, and grit. Prior
research has demonstrated that higher grit scores
could equate to higher achievement in multiple
areas of a person’s life–professionally, personally,
and academically. However, to mindfully improve
retention of online learners, faculty need training
and should implement strategies such as deliberate
practice, which requires full engagement, repeated
attempts at success, openness to taking risks, and
(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:82)(cid:81)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:73)(cid:68)(cid:76)(cid:79)(cid:88)(cid:85)(cid:72)(cid:86)(cid:17)(cid:3)(cid:3)(cid:55)(cid:75)(cid:88)(cid:86)(cid:15)(cid:3)(cid:76)(cid:87)(cid:3)(cid:80)(cid:68)(cid:78)(cid:72)(cid:86)(cid:3)
sense that grit, a growth mindset, and deliberate
practice strategies may improve retention of online
students.

GRAND CANYON UNIVERSITY
Journal of Instructional Research | Volume 6 (2017) 16
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GRAND CANYON UNIVERSITY