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Motivational Factors in E-Learning
... Many believe that e-learning can improve and transform today's learning setting. It has been a wide practice that if the design of a learning module is attractive enough, learning and engagement will be guaranteed [20]. Lecturers fail to consider other factors such as motivation. ...
... Lecturers fail to consider other factors such as motivation. Yes, e-learning poses a variety of opportunities for learners across the globe, but without appropriate motivation, these opportunities can be considered wasted [20]. ...
... Studies made show a positive correlation between motivation and success (Öncü, 2000;Uğuroğlu & Walberg, 1979;Henderlong & Lepper, 1997;Çakır, Şahin & Şahin, 2000;Jacobsen, Eggen & Kauchak, 2002;Çetin & Kırbulut, 2006). Various studies in the literature underline the great importance of motivation and satisfaction in distance learning applications as well (Deimann & Bastians, 2010;Hart, 2012;Huett, J., Moller, Young, Bray & Huett, 2008;İbicioğlu & Antalyalı, 2005;Jokelova, 2012;Olowo et al., 2020;Sahin & Shelley, 2007, 2008Smith, 2008). İbicioğlu and Antalyalı (2005) in their experimental study showed that motivation is a primary factor in the success of distance learning. ...
... Studies made show a positive correlation between motivation and success (Öncü, 2000;Uğuroğlu & Walberg, 1979;Henderlong & Lepper, 1997;Çakır, Şahin & Şahin, 2000;Jacobsen, Eggen & Kauchak, 2002;Çetin & Kırbulut, 2006). Various studies in the literature underline the great importance of motivation and satisfaction in distance learning applications as well (Deimann & Bastians, 2010;Hart, 2012;Huett, J., Moller, Young, Bray & Huett, 2008;İbicioğlu & Antalyalı, 2005;Jokelova, 2012;Olowo et al., 2020;Sahin & Shelley, 2007, 2008Smith, 2008). İbicioğlu and Antalyalı (2005) in their experimental study showed that motivation is a primary factor in the success of distance learning. ...
This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.
... Information and communication technologies have reshaped the learning environments and help to include structures that are related to motivation and learner support strategies in instructional design (Brookfield, 2003;Joo, Oh, & Kim, 2015); although while increasing and maintaining the motivation of learners when working face-to-face can be challenging, it is even more challenging and complicated in distance learning environments. In such cases, motivation is considered a part of teaching, with the aim being to gain the learners' attention and to enhance their motivation through proper instructional design and activity planning (Smith, 2008;Xie & Huang, 2014). That said, there is more to motivation than meets the eye for many instructors and organizations, so detailed research is needed to study the issue of motivation in learning and teaching processes. ...
... In the field of online distance learning, studies focusing on motivation are limited in both scope and number, although the available studies clearly indicate that motivational design in online distance learning environments affects the motivation of learners and helps them acquire learning outcomes in various dimensions (Acar, 2009;Choi & Johnson, 2005;Gabrielle, 2003;Huett, 2006;Huett, Moller, Young, Bray, & Huett, 2008;Jokelova, 2012;Keller, 2010;Kim & Frick, 2011;Smith, 2008). Gabrielle (2003) investigated the effects of the ARCS motivational strategies on undergraduate learners' achievement, motivation, and self-regulation in an experimental study. ...
This exploratory experimental study investigates the impact of motivational strategies based on the Attention, Relevance, Confidence, Satisfaction, and Volition (ARCS‐V) model on online learners' academic performance, motivation, volition, and course interest. The research was conducted over an 11‐week semester with 122 undergraduate online learners within two groups. One group received a traditional e‐course, while the other group was offered the course with extra motivational strategies derived from the ARCS‐V model. The results revealed that the group who used motivational strategies showed significantly higher gains in motivation, academic performance, and course interest scores. However, there were no significant differences between the groups regarding the volition. Furthermore, the motivation and interest variables were measured with Attention, Relevance, Confidence, and Satisfaction subscales of the ARCS‐V model. In terms of interest variable, there was only a statistically significant difference on the Attention subscale. Regarding motivation variable, the results also showed a statistically significant difference on the attention, confidence, and satisfaction subsections of the ARCS‐V model. The findings of the present study offer insights into ARCSV model‐based research by examining the effects of the model as a valid and reliable framework for online learning environments. The implications and directions for future research are then discussed.
... Wlodkowski's time Continuum Model of motivation is described as the foundation of linguistics, cognitive psychology and motivation research which demonstrates the role of motivation in different stages of the learning process [6,13,2]. This paper adopts the Keller's ARCS Model with Wlodkowski's time continuum model as motivational techniques to design a framework of e-learning environment that leads to successful active participation of students in learning process. ...
... This section discusses two of these models which are listed as follows [13]: ...
The emergence of technology mediated learning has translated the primitive mode of learning into an enhanced technological mode where learning is not restricted to a particular geographical location, space, time etc. There is more on a new wave of learning strategies and approaches to motivate online learners to engage in learning process tailored through learning paths that lead to successful learning outcome. This paper highlights specific strategies and presents a framework for enhancing students' participation in e-learning environment using motivational factors.
... Wlodkowski's time Continuum Model of motivation is described as the foundation of linguistics, cognitive psychology and motivation research which demonstrates the role of motivation in different stages of the learning process [6,13,2]. This paper adopts the Keller's ARCS Model with Wlodkowski's time continuum model as motivational techniques to design a framework of e-learning environment that leads to successful active participation of students in learning process. ...
... This section discusses two of these models which are listed as follows [13]: ...
... In addition, it is stated that motivation principles are rarely taken into consideration in the design of online learning environments (Bonk, 2002). For this reason, it is pointed out that it is important to investigate online learner motivation (Bonk, 2002;Chen & Jang, 2010) and that there is a need for further research evaluating learner motivation in online learning environments (Smith, 2008). Determining the factors that motivate learners in the process of online learning could be said to provide instructional designers with important implications. ...
... In order to maintain learner motivation in the design of technology-aided instructional environments, the ARCS model can be used (Song & Keller, 2001). Similarly, it is pointed out that the ARCS model can be considered for the design of online learning environments (Chyung, 2001;Keller & Suzuki, 2004;Miltiadou & Savenye, 2003;Smith, 2008). However, the dimensions found in the ARCS motivation model do not explain which motivational tactics, or when, will be used for students. ...
The purpose of this study was to determine the factors motivating pre-service teachers for online learning within the context of ARCS motivation model. The study, in which the phenomenology model was used, was carried out with 52 pre-service teachers attending the department of Computer Education and Instructional Technologies at the Education Faculty of Çanakkale Onsekiz Mart University in Turkey. The participants were experienced in online learning. In the study, the data were collected with an open-ended questionnaire within the framework of the ARCS motivation model. The research data were analyzed with descriptive analysis and examined fewer than four themes (attention, relevance, confidence and satisfaction). Also, for each theme, sub-themes were obtained. The most frequent factor motivating for online learning was "relevance to individual differences" found under the theme of "confidence". As for the least frequent motivating one, it was "flexibility" found under the theme of "relevance".
... E-learning is very demonstrative, playful and easy way how to initiate students into the topic. [6,7]. E-learning in the role of face to face education provides new opportunities for enhancement of quality and effectiveness of the traditional teaching methods. ...
... The structure used for simulations was the nchannel vertical double diffused DMOSFET (Fig. 4). The 3-D and 2-D models of the structure were created using the Sentaurus structure editor and Dios tools [6,7]. D-MOSFET was used because of its structure simplicity. ...
This paper shows author's motivation and experience in design and realization of interactive e-learning course “Power MOSFET”. The course deals with the basic theory of power electronic devices, working principles, advantages, disadvantages, new trends and with practical results obtained from measurements and 3-D TCAD simulations in this course. Aim of course is to assure the rise of education efficiency and help students to reduce knowledge differences. This e-learning project will be accessible on the educational portal “eLearn central”. This portal uses learning environment Moodle.
... The concept of motivation means motivation in Turkish (Soyer et al., 2010), and being motivated means taking action to do something (Deci&Ryan, 2000). If disabled athletes are not well motivated, they often feel left alone, their desire to learn decreases, or they stop learning (Deimann & Bastians, 2010;Huett et al. 2008;Jokelova, 2013;Smith, 2008). The biggest obstacle to the motivation to participate in sports for disabled individuals is a lack of time and motivation (Tenenbaum & Eklund, 2007). ...
This research was conducted with the aim of examining the physical self-perceptions of individuals with physical disabilities and their motivation to participate in sports. Data were collected from a total of 459 physically disabled individuals, 280 males, and 179 females, using the "Personal Demographic Information Form", the "Physical Self-Perception for Children and Young People (CY-PSPP) Inventory" developed by Whitehead (1995), and the "Motivation Scale for Sports Participation in Disabled Individuals" developed by Tekkurşun (2018). In the research, the T-Test and One-Way ANOVA analysis were used to determine the differences between demographic variables, the Post-Hoc Tukey test was used to determine the differences between groups, and Pearson Product Moment Correlation analysis was used to determine the relationships between variables. When sports participation motivation is examined by gender, it was found that there was no statistically significant difference in the intrinsic and extrinsic motivation sub-dimensions; It was determined that there was a statistically significant difference in the amotivation sub-dimension. According to the disability type variable, there was no statistically significant difference in the physical strength sub-dimension; It was determined that there was a statistically significant difference in the sub-dimensions of general self, physical self, physical condition, sports competence and physical attractiveness. When physical self-perception was examined according to gender variable, it was found that there was no statistically significant difference in the sub-dimensions of general self, physical attractiveness, and physical strength; It was determined that there was a statistically significant difference in the sub-dimensions of physical self, physical condition and sports competence. According to the disability type variable, there was no statistically significant difference in the physical strength sub-dimension; It was determined that there was a statistically significant difference in the sub-dimensions of general self, physical self, physical condition, sports competence and physical attractiveness. Again, age and active sports variables were examined in our research, and different results were obtained in their sub-dimensions. If disabled individuals are provided with a closer bond to society through sports, they will have a stronger physical self-perception and increase their motivation to participate in sports.
... In the study by Smith (2008), since long time ago in e-Learning, motivation has been seen as a subject of design in terms of its proper instructional design and provision of suitable learning activities which could ensure the engagement of all learners. It is the result of processes, internal or external to the individual, which stimulates eagerness and persistence to pursue a certain course of action. ...
This paper intends to study the ways to improve on the level of competencies for Small and Medium Enterprises in Malaysia through enhancing the effectiveness of e-Training. The study reviews literature on the history of e-Training in Malaysia. The paper will be analysing four main independent variables (motivation factors, Technology Acceptance Model (TAM), result demonstrability and perceived behavioural control) that play crucialroles on the behavioural intention to use the e Training system. Besides, this study also examines the relationships between the trainees’ behaviour with the dependent variables (trainees’ satisfaction, actual knowledge use and their learning performance) through improving the effectiveness of an e-Training system.
... Öğretmen adayları öğrenme motivasyonlarının senkron olarak uzaktan eğitime katılım üzerinde etkisi olduğunu belirtmişlerdir. Uzaktan eğitim sürecinde öğrenciler örgün eğitimde olduğundan daha pasif durumda olması, öğrenme sorumluluklarını yeterli düzeyde yerine getirememelerine sebep olmakta ve bu da onların derse katılımları üzerine olumsuz olarak yansımaktadır (Aragon ve Johnson, 2008;Smith, 2008). Bu gibi sorunların en önemli nedenleri arasında motivasyon faktörünün yer aldığı belirtilmektedir (Uçar ve Kumtepe, 2016). ...
Bu araştırmanın amacı öğretmen adaylarının senkron olarak gerçekleştirilen uzaktan eğitime katılımlarını etkileyen faktörlerin belirlenmesidir. Bu amaç doğrultusunda öğrencilerin uzaktan eğitime eş zamanlı devam etmelerini olumlu ve olumsuz etkileyen faktörler, karşılaştıkları problemler, bu problemlere çözüm yolları ve önerileri değerlendirilmiş ve senkron uzaktan eğitime katılım durumlarını etkileyen faktörler belirlenmiştir. Araştırmada nitel araştırma yaklaşımlarından durum çalışması benimsenmiştir. Araştırma bir devlet üniversitesinin eğitim fakültesinde öğrenim gören on öğrenciden oluşmaktadır. Araştırmanın çalışma grubunun oluşturulmasında amaçlı örnekleme yöntemlerinden ölçüt örneklemeden faydalanılmıştır. Doğru ve ilişkili verilerin toplanabilmesi için, çalışma grubuna dahil olacak öğrenenlerde %70 ve üzeri oranda eş zamanlı (senkron) derslere katılım kriteri aranmıştır. Araştırma verilerini toplamada araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma kapsamında elde edilen verilerin analizinde betimsel ve içerik analizi yöntemlerinden faydalanılmıştır. Verilerin analizinden elde edilen bulgulara göre öğretmen adaylarının senkron uzaktan eğitime katılımlarını öğrenci özellikleri, öğretim elemanı, öğretim süreci ve teknik özellikler faktörlerinin etkilediği belirlenmiştir. Öğrenci özellikleri faktörü kapsamında öğrenme stilleri, öğrenme motivasyonu ve inançlar ile beklentiler kodları ön plana çıkmıştır. Öğretim elemanı faktörü kapsamında öğretim elemanının tutum ve davranışları, yeterliliği, iletişimi ve derse hazırlık durumu kodları yer almıştır. Öğretim süreci faktörü kapsamında materyal kullanımı, öğretim yöntem ve teknikleri, etkileşim ve anlık dönüt kodları ön plana çıkmıştır. Teknik özellikler faktörü kapsamında ise ders kayıtları ve sistem alt yapısı kodları yer almıştır.
... However, extrinsic motivation can sometimes conflict with intrinsic motivation (Benabou & Tirole, 2003, p. 490). In order to enhance both types motivation especially where teaching is provided at a distance, appropriate teaching design and activity planning should be considered (Smith, 2008). ...
Education community has once again understood how important open and distance learning applications are, as education is limited to the home with the effect of the global pandemic. In fact, some institutions, which have been planning to take steps towards digitalization, suddenly had to switch to emergency remote teaching applications with the effect of the pandemic. The most important factor in turning this situation into an advantage is that motivation, volition, and engagement are included in the theoretical applications. In the transition from theory to practice, there might be some factors caused by the pandemic, such as internet access problems, long-term social isolation, anxiety, or lack of motivation towards online learning. When evaluated within the aforementioned contexts, the central objective of this chapter is to focus on currently existing academic motivational problems and to discuss approaches, learning methods, and educational models that can be applied throughout the COVID-19 isolation.
... Sport is one of the important supporters for the disabled (Demir, İlhan, Cicioğlu & Kabak, 2017) in terms of being in a strong relationship with the society, not feeling isolated from the society, and being physically and psychologically good. This causes them to have a feeling of being left, which decreases their desire to learn or stop learning in athletes with disabilities (Deimann and Bastians, 2010, 1;Huett, Moller, Young, Bray, and Huett, 2008, 113;Jokelova, 2013, 189;Smith, 2008). Thus, if the athlete motivated positively then his/her performance and happiness level is expected to increase (Bozkurt, Demir & Dursun, 2019). ...
In this study, the effect of motivation of participation in sports on various variables according to disability types of national athletes with disabilities and disabled amateur athletes has been examined. The sample of the study consisted of 159 male (127 amateurs, 32 national) who played sports in the sports clubs of the Physically Disabled Federation, the Hearing Impaired Federation, the Federation of the Visually Impaired Federation in the 2018-2019 season and played sports nationally (N = 47) in the relevant federations and 60 female (45 amateurs, 15 nationals) disabled athletes. In the research, “Sports Participation Motivation Scale in Disabled Persons” (SPMSDP) developed by Tekkurşun, Demir, İlhan, Esentürk and Kan (2018) was used as a data collection tool. In the analysis of the data obtained in the research; frequency, arithmetic average, standard deviation; Pearson Moment Correlation Test, Mann-Whitney U and Kruskal-Wallis tests were used. According to the research result; internal motivation scores of nationally visually impaired athletes from the scores of visually impaired athletes engaged in amateur sports; internal motivation scores of national athletes with disabilities are the scores of athletes with visual impairments who do amateur sports; from the scores of the physically disabled athletes' intrinsic motivation scores, participation of visually impaired and hearing impaired athletes; Among the scores of the male motivated and visually impaired athletes, the average of the intrinsic motivation points of the male athletes with physical disabilities; the mean score of the athletes with low economic status, hearing, and physical disability athletes with a low average economic status; It was found that the score average of a motivational of the athletes with disabilities in primary school graduates was significantly higher than the average scores of athletes with high school and secondary school graduates.
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... Kurang tepatnya strategi pembelajaran yang digunakan dalam e-learning ataupun m-learning menjadikan mahasiswa sibuk men-download video, film dan musik sementara sebagian lain menghabiskan berjam-jam untuk bermain game atau chatting di jejaring sosial, ini menyebabkan berkurangnya kinerja dan produktivitas akademik. Tanpa motivasi yang tepat peluang mahasiswa untuk belajar dalam pembelajaran online akan menjadi hal yang sia-sia (Smith, 2008). E-learning dapat menjauhkan peserta didik dari dunia atau kehidupan nyata (Mortaza Mokhtari Nazarlou, 2013). ...
Saat Pandemi Covid-19 melanda, sistem pembelajaran di seluruh dunia termasuk di Indonesia dipaksa berubah secara menyeluruh. Sekolah dan perguruan tinggi telah banyak menerapkan kebijakan pembelajaran berbasis online. Pembelajaran online saat Pandemi memunculkan banyak permasalahan unik, baik dari kalangan dosen maupun mahasiswa seperti; keterbatasan dalam penyajian materi yang monoton dan tidak menarik, sulitnya membangun keaktifan, interaksi, siswa stres karena terjebak belajar sendiri, sampai pada siswa sulit untuk fokus belajar. Konten online semuanya bersifat teoritis dan tidak memberikan kesempatan siswa berlatih dan belajar secara efektif, konten online yang biasa-biasa saja juga merupakan masalah utama. Belajar yang lengkap (ketuntasan belajar) tidak bisa diselesaikan secara online. Mobile ubiquitous
learning adalah strategi pembelajaran yang memadukan teknologi mobile yang memungkinkan pembelajaran dapat dilakukan tanpa batas (seamless), di mana saja, kapan saja, dan dengan cara apa saja (sesuai konteks pembelajarannya) berdasarkan karakteristik, kebutuhan/keinginan mahasiswa.
... Inaccurate learning strategies used in mobile learning make students busy downloading videos, films and music while others spend hours playing games or chatting on social networks; in this case, this reduces performance and academic productivity. Without the right motivation, students' opportunities to learn using online learning platform will be in vain [10]. E-learning can alienate students from the world or real life [11]. ...
The digitalization of society, changes in the structure of education, and increasingly rapid resources have accelerated the development of an open learning environment. The application of electronic learning and mobile learning raises several new problems such as alienating students from the real world, the difficulty of students focusing on learning goals, giving students opportunities to spend their learning time with entertainment, to the problem of increasing the cognitive load of students. Ubiquitous learning, as a continuation of the evolution of electronic learning and mobile learning, offers more than just the latest educational ideas or methods, where this system can accommodate students and their learning styles by providing adequate information anytime and anywhere based on their characteristics, needs, and desire to improve academic performance and productivity. The purpose of this study is to 1) develop the ubiquitous learning environment including the ubiquitous learning portal built with the Moodle LMS, and the ubiquitous learning course in the Instructional Media course 2) find out the feasibility of the ubiquitous learning environment that has been developed. This study used the R&D for Education model implementing some stages including analysis, design, development, and evaluation. All stages have been completed to make a portal and ubiquitous learning course in the Instructional Media course that meet the eligibility criteria as a source/instructional media and has feasibility to use in learning.
... Oleh karena itu, untuk membuat instruksi yang efektif dan menarik, seseorang harus memiliki pengetahuan tentang lingkungan kontekstual dan budaya yang mendefinisikan kepentingan dari peserta didik tersebut (Ames dalam Saxena, 2010) Cocea (2010) memberikan tiga parameter yang digunakan untuk menilai motivasi peserta didik, di antaranya adalah usaha, kepercayaan diri, dan kemandirian. Sedangkan Smith (2008) mengusulkan Model ARCS (Attention, Relevance, Confidence, and Satisfaction) digunakan sebagai prinsip desain dalam rangka meningkatkan proses pembelajaran dengan motivasi. Model ini sangat cocok untuk menilai motivasi peserta didik melalui E-learning. ...
Student achievement for Statistics for education course at Universitas Terbuka (UT) is relatively low. Students need learning process that can increase learning motivation. Contextual approach is a learning process where students can understand the concept through its application in daily life which supposedly will increase learning motivation. Online tutorial is one of learning support services provided by the UT via the internet. By utilizing the discussion forums, initiation material, assignments and exercises, students can improve their communication skills so as to facilitate their learning. This article is based on the research which aimed to find out how motivation and communication skills influenced the learning achievement in online tutorials with contextual approach on Statistics for education course. Field trials were carried out in 36 undergraduate students who followed the online tutorials. The independent variable is motivation and communication skills, while the dependent variable is the learning achievement. Data were taken through questionnaires and observation and processed by means of regression test. The results showed that: a) motivation affect learning achievement by 88.7%, b) communication skills has a positive effect on learning achievement by 74.7%, and c) the influence of motivation and communication skills to the learning achievement was 89.7%.
... The expectancyvalue theory states that if a learner expects certain positive outcomes from an experience/behavior, he/she would be more likely to perform that behavior. The strategies to enhance student's satisfaction include verbal reinforcement, rewards, personal attention, feedback and avoiding negative influences (Smith, 2008). The four components of ARCS model were further categorized for intrinsic and extrinsic sources of motivation. ...
An e-learner is more at risk of being demotivated because of limited/no face-to-face interaction with his/her instructor and class fellows. The purpose of this research study was to analyze the status of attention, relevance, confidence and satisfaction of students while studying in an e-learning system. The ARCS model, i.e., named after its four main factors: Attention, Relevance, Confidence and Satisfaction, was used as a theoretical framework for collecting information from students about various aspects in e-learning system which motivated them to learn. The research study involved phenomenological inquiry method. The population for the research study was all the students of a public sector university of Pakistan using e-learning system. Convenience sampling was used to approach twelve participants for data collection for the study. The data was collected through semi-structured interviews. The memos and audio-recording helped the researcher during the data collection to record responses, body language and facial expression of participants. Axial coding was used to analyze the data. The students were of the view that e-learning system is very helpful to continue education while doing job.The study recommends to use online synchronous mode of communication frequently to build a virtual bond among students and their teachers.
... Bununla beraber bu öğrenme modelinde öğrenme merkezli bir anlayış hâkim olduğundan öğrenenlerin sorumluluğu artmaktadır. Ancak, geleneksel öğrenme ortamlarında göre pasif ve alıcı konumunda olan öğrenenlerin uzaktan eğitim ortamlarında kendi öğrenme sorumluluklarını yeterince yerine getirememelerinden dolayı da derslerden ayrılma ve dersleri tamamlayamama gibi sorunlarla sıklıkla karşılaşılmaktadır (Aragon ve Johnson, 2008;Bonk, 2002;Deimann ve Bastiaens, 2010;Keller, 2015;Smith, 2008). Bu ve benzeri sorunların temel nedenlerinden birisi de motivasyon faktörüdür. ...
zet Uzaktan eğitim sisteminde başarıyı etkileyen birçok faktör bulunmaktadır. Motivasyon bu faktörlerin en önemlilerinden biridir. Uzaktan eğitimde öğrenenlerin dersten ayrılması, dersi tamamlayamaması ve başarısız olması motivasyon eksikliği ile ilişkilendirilmektedir. Uzaktan eğitimde yaşanan bu sorunlarla motivasyon arasındaki ilişki yeteri kadar incelenmemektedir. Ayrıca motivasyon bağlamında öğrenenlere yönelik destek çalışmalarında kuram temelli uygulamalar yeterli sevide değildir. Bunun yerine çoğunlukla öğrenen görüşlerinden veya öğreten deneyiminden yola çıkılarak yapılan uygulamalar ağırlıktadır. Bu noktada öğrenme ortamlarında öğrenenlerin motivasyon sorunsalına ilişkin kuramsal temeli olan, uygulamada geçerliği ve güvenirliği yüksek olan ARCS-V motivasyon tasarım modeli uygulanabilir. Bu bağlamda çalışmanın uzaktan eğitimde ARCS-V motivasyon tasarım modelinin kullanımına yönelik kurumlara, araştırmacılara ve uygulamacılara yardımcı olması amaçlamaktadır. Anahtar Sözcükler: Uzaktan eğitim, motivasyon, ARCS-V motivasyon tasarımı Abstract There are many factors that affect success in distance education systems. Motivation is one of the most important factors. Distance learners' dropout rates, retention cases, and failure have been associated with lack of motivation. The relationship between these problems and motivation remains to be an understudied area of research. In addition, within the context of motivation, theory-based solutions related to these problems haven't been put forward sufficiently. Instead, the practices on this matter are mostly based on instructors' experience and learners' thoughts. At this point, in regard to motivation problem, ARCS-V motivation design model based on a powerful theory and has high validity and reliability can be implemented in distance learning environments. In this regard, the study aims to help the institutions, researchers, and practitioners in using the ARCS-V motivational design model in distance education environments.
... Motivation is critical for distance learning environments such as MOOCs. Unless they are properly motivated, distance learners usually feel left alone, lose interest in learning, or give up learning (Deimann & Bastians, 2010;Keller, 2015;Smith, 2008). In such cases, difficulties that arise due to the nature of distance education should not be overlooked because learners in these learning environments need high levels of motivation (Deimann & Bastians, 2010;Fryer & Bovee, 2016;Hartnett et al, 2011;Keller, 2010). ...
Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still remains to be an under-researched area. One of the most important issues associated with success in MOOCs is the learner motivation. High dropout and low retention rates have been attributed to learners' low motivation. A recipe for these motivational challenges in MOOCs is provided by the ARCS-V motivational theory. This motivation design model provides a frame for analyzing the MOOCs learners, learning environment, and the resources. Based on this analysis, the model provides suggestions for assigning motivational tactics and strategies. Therefore, the purpose of this chapter is to introduce Keller's ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivational strategies based on the model in MOOCs environments.
... One of the greatest challenges in online education concerns creating courseware that will be appealing to diverse student audiences. Many argue that, for online systems to be successful in encouraging students' attention and learning, one of the crucial factors is to design such systems to support both intrinsic and extrinsic motivations/values of students [30,31]. ...
Information systems consist of many low-level components, such as source code, functioning together as a unified whole. However, higher-level requirements, such as the preferences of users concerning quality intentions of the system, are often under-documented, if documented at all. Consequently it can be highly important to elicit the intentions underlying the system for driving or justifying system acceptance in a certain business context. This paper utilizes intentional modeling to discover just such user preferences in existing software systems, in this case a system for managing of the student thesis process in a Swedish university. To accomplish this, stepwise guidelines are proposed for evaluating what user preferences an extant software system expresses. These are presented in a feature model, which is then mapped to the software systems
goals, which are themselves represented in i*.
... THEORIES AND RELATED WORK The motivation of the learner is a dynamic process that evolves over time; it depends on his personality and his traits. We explore below some theories and models [21] for motivation in e-Learning. ...
Mining traces of Human Computer Interaction (HCI) in Computing Environment for Human Learning allows identification and detection of the learner's activities and motivation. Motivation is a key factor in all areas of life; it is a concept that has received much attention in psychology learning. The learner's motivation is a dynamic process that evolves constantly over time, depending on his personality and his traits. The higher learner's motivation is, the higher his ability will be. In this paper, we combine web mining types and fuzzification in order to supply the decision process about the learner's motivation. Web mining is a valuable source of information that depict the leaner's behavior; the proposed approach thereby, suggests an extraction model of motivation indicator during the learning session through learner's browsing trace. However, motivation is very vague notion; we consider fuzziness as a concept in which the scale of motivation construction is based.
... One of the greatest challenges in online education concerns creating courseware that will be appealing to diverse student audiences. Many argue that, for online systems to be successful in encouraging students' attention and learning, one of the crucial factors is to design such systems to support both intrinsic and extrinsic motivations/values of students [30,31]. ...
Delivering great consumer experiences in competitive market conditions requires software vendors to move away from traditional modes of thinking to an outside-in perspective, one that shifts their business to becoming consumer-centric. Requirements engineers operating in these conditions thus need new means to both capture real preferences of consumers and then relate them to requirements for software customized in different ways to fit anyone. Additionally, because system development models require inputs that are more concrete than abstract, the indistinct values of consumers need to be classified and formalized. To address this challenge, this study aims to establish a conceptual link between preferences of consumers and system requirements, using software product line (SPL) as a means for systematically accommodating the variations within the preferences. The novelty of this study is a conceptual model of consumer preference, which integrates generic value frameworks from both psychology and marketing, and a method for its transformation to requirements for SPL using a goal-oriented RE framework as the mediator. The presented artifacts are grounded in an empirical study related to the development of a system for online education.
... Moshinskie's Learning Motivation Framework: As discussed earlier, motivation is like a catalyst that triggers learning process and research has proven that when students are intrinsically motivated, they learn more effectively. To support this argument, motivational framework deemed relevant to our questionnaire is Moshinskie's learning motivation framework [33]. Moshinskie has identified two types of learners; one with active behavior and second with passive behavior towards learning. ...
Learning is a process that takes place in our brain, in response to our experiences in formal and informal learning environments. Both of these environments have their distinctive characteristics which instigate learning process and research has also established that learning process is mediated by external and internal factors; and one such factor is learning motivation. This paper investigates learning motivation factors within formal and informal learning environments, processes and their influence upon Web-based learning (WBL), because WBL can occur in both formal and informal learning environments. To achieve this, we have discussed relevant literature on formal and informal learning environments, processes and motivational theories which have helped us to develop our research model for hypotheses testing. This research study is conducted through a survey based questionnaire, scales of which were developed on the basis of Keller’s ARCS Model, Moshinskie’s Motivation Model and Malone & Lepper’s Motivation Theory. 350 copies of the questionnaire were distributed to students at Universiti Teknologi PETRONAS. The data obtained from the survey was statistically analyzed and descriptive analysis including mean and standard deviation, reliability analysis and Pearson correlation were computed. Results showed that motivational factors associated with formal and informal learning environments and processes have strong influence upon web-based learning environments.
Bu kitap, Spor Bilimleri Fakültesi öğrencilerinin internet temelli uzaktan eğitime yönelik görüşlerinin mutluluk düzeylerine etkisini inceleyen İbrahim Çetin tarafından hazırlanan bir yüksek lisans tezinden üretilmiştir. Uzaktan eğitim, tanımı yapılarak tarihsel gelişimi, dünyadaki ve Türkiye'deki durumu, avantajları ve dezavantajları, örgün eğitimle karşılaştırılması, modelleri, teknolojik dönüşümleri ve materyalleri gibi konular ele alınmıştır. Türkiye'de yükseköğretimde uzaktan eğitim uygulamaları da incelenmiştir. Kitap, uzaktan eğitimin spor bilimleri fakültesi öğrencilerinin mutluluk düzeylerine etkisini araştıran bir çalışmanın sonuçlarını sunmaktadır. Bu kitabın basım, yayın ve satış hakları Akademisyen Kitabevi A.Ş.'ne aittir ve izin alınmadan çoğaltılamaz, basılamaz, dağıtılamaz. This book is based on a master's thesis prepared by Ibrahim Çetin, which examines the views of students from the Faculty of Sports Sciences on internet-based distance education and its impact on their happiness levels. The book covers topics such as the definition of distance education, its historical development, its status in the world and in Turkey, its advantages and disadvantages, its comparison with formal education, its models, technological transformations, and materials. The book also examines the implementation of distance education in higher education in Turkey. It presents the results of a study investigating the impact of distance education on the happiness levels of students from the Faculty of Sports Sciences. The publishing, distribution, and sales rights of this book belong to Akademisyen Kitabevi A.Ş. and cannot be reproduced, printed, or distributed without permission.
The Android operating unit is a mobile phone operating body built through Google primarily for touchscreen tools, smartphones, and tablet computers. It will undoubtedly begin with Android Architecture, which consists of five degrees: the Linux piece, Libraries, Application structure, Android runtime, and System apps. The Android operating unit is a multiuser Linux device in which each application is a various customer. Mobile applications have transformed interaction from conventional antiqued methods and fast-forwarded. Mobile applications have delivered more significant than social networking sites functionalities. Mobile applications have entirely altered the point of view and the process of working. Ordering food items, inspecting profile harmony, and creating a grocery store checklist are achievable utilizing mobile phone requests. Apple and Google have carried out significant improvements in the industry of mobile phones. Mobile uses have made our lifestyles less complicated, yet it has also unfavorably affected our lifestyles. Current researches state that making use of a mobile phone the entire time may lead to anxiety. Mobile applications denote a turning point in the primary creations and also developments. They aid organizations to interact much better along with their clients via flash message, offer on-demand solutions utilizing area sharing, and give prolonged assistance with document sharing, video recording conferencing, and a lot more. This paper describes the information about the android operating system and its components, how they interconnected with each other, and in today's era, it can change the way of communication.
A Conceptual Framework for SMART Applications in Higher Education: Emerging Research and Opportunities explores how the brain acquires and processes information to turn the information into knowledge. It also reveals the role of SMART technology and how it combines and integrates visual and aural data to facilitate learning. The book discusses ways to apply what is known about teaching to how the brain operates and how to incorporate instructional design models into the teaching and learning process. Highlighting various topics such as neurogenesis, smart technologies, and behaviorism, this book is essential for instructional designers, online instructional managers, teachers, academicians, administrators, researchers, knowledge managers, and students.
Foreign language knowledge is a basis of understanding other cultures, different ways of life and of intercultural communication. What is more, foreign languages offer an advantage when it comes to getting job, they facilitate travelling; they open the possibilities to study abroad. The European Union encourages and supports foreign language teaching and learning. European Union documents are made available multilingully, so that they becme pervious to all citizens of member countries. Foreign language education has a long- tradition in the Czech school system. At its disposal, it has l sophisticated methods. They are continuously modernized and harmonized in accordance with recommendations, documents and projects concerning the language policy of European Council and Commission. The academic community gets the familiarization with them by means of national and international activities. Keywords: Blended learning; Foreign language; Language education; German language
The online courses are a very good motivation tool. They surely support all education, foreign language teaching inclusive. As for use of blended learning in foreign language teaching, it is a case of very progressive and useful way. Learning on our praxis and experience we regard blended learning as a very suitable means of teaching German and we count on its extension into other education fields. The researchers constantly enrich their created courses by using new technical possibilities. And also for this reason they are popular with our students. An anonymous evaluation of the courses takes place usually place in the end of a term. All students say that the teaching by means of supporting courses suits them. Keywords: Blended learning; Comparison; Foreign students; German language
There were many researches which were conducted about implementation of e learning in Higher Education Institutions, but few of them were focused on the motivation of e learning. Even though, there are many applications of e learning in Higher Education Institutions, it is very obvious that there is a resistance to e learning from many users in different fields. The researcher in this study tries to examine the knowledge of selected faculty members to know what their motivations are towards e learning. The research explores various intrinsic and extrinsic motivations such as physical resources, accessibility to internet, perception towards e learning, training, pedagogy and teaching strategies, confidence, comparison to face-to-face teachings, time factor, administrative support, lack of time for students, lack of monitoring, recognition, workload, relevancy to taught courses, in-adequate release time, age, and students’ technical knowledge. Faculty from various countries responded ‘strongly agree’ that adequate and workable physical resources, and accessibility to internet have high percentage (>30%) that motivates them to utilize e learning. While a small percentage chose ‘less agree’ and ‘disagree’ to other responses that contribute to motivation towards e learning.
The study of the correlation
between learning motivation and metacognitive
skill on students’ cognitive learning
outcome simultaneously in classes taught
by different learning strategies is still lacking.
A correlational research was conducted
to investigate the contribution of learning
motivation and metacognitive skill simultaneously
on cognitive learning outcome
of 142 students studying biology in classes
experiencing different learning strategies
at Faculty of Mathematics and Natural Science,
State University of Makassar, Indonesia.
The learning motivation was measured
by using motivation questionnaire adapted
from Keller (1983), and metacognitive skill
was measured integrated with cognitive
test. The findings showed that contribution
of learning motivation and metacognitive
skills simultaneously on cognitive learning
outcomes in PBL-RQA, PBL, RQA, and
conventional learning strategies was very
high. The contribution of metacognitive
skills on cognitive learning outcome was
much greater than the contribution of
learning motivation. This finding research
was contrary with the previous studies.
Based on the facts related to metacognitive
skills, learning should consider seriously
the empowerment of metacognitive skills
by implementing appropriate learning
strategies. Further researches are needed
to reveal the correlation between learning
motivation on cognitive learning outcomes
in different populations and measuring
instruments.
For many years, we have been using on-line courses in teaching English and German languages. After several years of validation of courses that we created, we tried a small study, to demonstrate how effective the use of ICT in teaching. Our courses represent the sum of learning materials to support students’ motivation in learning a foreign language and to enable control of their own results in the study. The aim of research was to identify the relationship of students to new methods of teaching, how often they use ICT to study the English and German languages and finally to determine with what level of knowledge of English and German students come from high schools and how their knowledge improves after one semester. To identify the relationship of students to ICT and to determine students’ views on teaching supported by ICT, we used the method of questionnaire. All questions were closed and offered a choice of several options. On the grounds of didactical survey and its results, we can conclude that teaching German and English languages when using the blended learning method could be more effective than both face-to-face teaching and teaching by e-Learning.
The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments.
Traditional teaching process and the method of e-learning make a very frequent combination. Both of them have advantages and disadvantages. Blended learning should represent their optimal combination. It is spreading very rapidly both in academic and in business area and it is a trend in current teaching.
On opinion polls concentrated on language teaching, students often say the texts and exercise books are neither up-to-date nor motivating. One way how to meet their demands is distance education by means of on-line courses. This form enables students to compose these courses from some up-to-date audio and video files which can be downloaded from the internet. Podcasting is very useful for automatic searches on web sites chosen by the instructor.
The Department of Applied Linguistics provides foreign language teaching for students of tourism management. In German and English teaching of language, cultural studies, history, literature and culture takes place. For those interested in optional teaching of French, Spanish, Italian, Russian is also provided. Business German for management tourism students sis being taught in two-hour-per week lessons for 4 terms as a facultative subject. The teaching proceeds with the support of on-line courses, the face-to face teaching is realized once in a fortnight. It is a case of blended learning. The on-line course mentioned is made in virtual BlackBoard environment. I tis therefore possible to work with it everywhere, where there is a connection and access to the internet.
With the motivation related to the use of eLearning and the creation of new programs dealt a number of authors. They rely on older and contemporary literature, dealing with motivation in general and some of its specific aspects in eLearning, in some cases in connection with constructivism. Foreign studies, particularly German, are based on the fact that it will be necessary to rethink the electronic form of teaching, revise completely general pedagogy and special didactics and from a new perspective to explain the function - even if yet to be isolated - of some central questions. These include the organization of the curriculum, exams, role of feedback, certain methods and of course the didactic function of motivation.
The paper focuses on reading tests in seminars of German at University Hradec Kralove. Students of these should be able to get information about the topic of their technical fields of study. Every test contents more than one text specimen. Every test sheet has two versions. The texts are the same in both cases, but the tasks are different. All kinds of tests shall give us an actual picture of studentś vocabulary range.
Educationists have dealt with the problem of activity for a long time. The beginnings of their efforts are noticeable as long ago as with J. A. Comenius. Pupil's activity had been mostly explored at the beginning of the 20th century. In those days it had been taken as a necessary and important part of the process introducing to e.g. Daltonic plan or project methods. There has been a talk about so called new education. We tried conducting a small research. We took advantage of a questionnaire to explore student's attitude towards activating methods.
Approximately in the era, where the implementation eLearning courses was at its height at the universities in the Czech Republic, Kathleen M. Frankle, a professor of Maryland university, published her article Blended learning with its subtitle The key to successful web-based training and education. The paper illustrates a rather different way in the implementation of those courses at the American universities. I have selected and shortly paraphrased important points out of her paper. She states an increasing liking for eLearning and suggest that the extreme interest took place, when the university had offered its courses also in the format of blended learning.
This paper addresses the construct of motivation as it relates to learning. Questions that will be discussed are (a) What is motivation, (b), how can motivation be incorporated in the instructional design process, and finally, (c) what motivational techniques have been used successfully in e-learning settings? Some general background information on motivation will be discussed. Two instructional design models for motivation will be described and examples of best practices for Web-based learning will be supplied.
A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the ARCS model, a variety of studies are summarized. The ARCS model is based on a synthesis of motivational concepts and a problem-solving approach to design, rather than the application of specific motivational solutions that are advocated without regard to the specific characteristics of a given situation. The first group of reviewed studies illustrates the results of testing the motivational design process in several different E-learning settings, in relation to learner self-regulation and in terms of the interaction of personality characteristics and motivational strategies. The second group of studies includes tests of the validity of a simplified motivational design process that has been used in diverse types of E-learning settings, including multiple countries and cultures. Overall, the results of these empirical studies have confirmed the validity of this model for the systematic design of motivationally enhanced instruction in E-learning settings with regard to lowering drop-out rates and other positive motivational outcomes.
The learners’ motivation has an impact on the quality of learning, no matter how it is provided, be it via classroom, eLearning or blended learning. So far, in e-Learning, motivation has been mainly considered in terms of instructional design. Research in this direction suggests several ways to improve learners’ motivation. However, we claim that even more could be done: while being well known in classical learning, a motivational approach based on self-cognitions (selfefficacy, self-regulation etc.) is starting to make its way in e-Learning, showing the benefits of a personalized treatment. This paper argues for such an approach, underlining the possibilities for increasing motivation and also for integrating it into current research directions in e-Learning.
The ability to detect the students' motivational state during an instructional interaction can bring many benefits to the performance of an Intelligent Tutoring System (ITS). In this paper we present an empirical study which provided us with a considerable amount of knowledge regarding motivation diagnosis. We show how this knowledge was formalised in order to create a set of motivation diagnosis rules that can be incorporated into a prototype tutoring system. We also briefly present how these motivation diagnosis rules were evaluated in another study.
ABSTRACT E-learning holds the promise of educational opportunities for vast audiences of learners
Motivational techniques and strategies that may be used by teachers to strengthen student performance and reinforce positive attitudes toward learning are discussed and analyzed. The topic is divided into eight major factors for consideration: (1) why human behavior occurs, what is motivation, the mythology of motivation and learning, and the time continuum model of motivation; (2) perceptions and judgments that influence action, and student attitudes; (3) physiological and psychological needs; (4) connection of learning activities, variety, interest, and involvement; (5) humanizing education; (6) competence, awareness of progress and mastery, responsibility, and competition; (7) positive reinforcement; and (8) inventory of motivation strategies, basic motivation planning, and final comments. Case studies and examples of teacher-pupil interchanges are included in the discussion of each topic. (JD)
Online training in an online world
- C J Bonk
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Motivational design of instruction. Instructional Design Theories and Models: An Overview of their current status
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Students' experiences of e-learning: issues of motivation and identity
- S Kruger
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Sloan e-learning course goes the distance for Merrill Lynch employees
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How to keep e-learners from e-scaping. Performance Improvement
- J Moshinskie
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