Measuring Motivation in the Instruction Developed for Blended Courses
Omur Akdemir, Ozgur Murat Colakoglu, Zonguldak Karaelmas University, Turkey
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The short transition from the sole use of face-to-face courses to the blended courses might lead individuals to think that adequate time is not provided for the instructional design processes (Dempsey & Eck, 2002). Keller (1987)’s ARCS Model points out the importance of integration of motivation into the instructional design. Motivation plays an important part in the instructional design process. Instructional designers utilize the ARCS model in their design considerations. Designing instruction for blended learning courses become even more important since more than one medium is used to deliver the instruction. This paper discusses the development of an instrument used to verify whether instruction developed for the blended courses encompasses the components of the ARCS motivation model. Factor analysis revealed four categories consisted with the ARCS model for the Turkish version of the developed instrument. The Cronbach reliability coefficient alpha for the instrument was found 0.788.
Akdemir, O. & Colakoglu, O.M. (2008). Measuring Motivation in the Instruction Developed for Blended Courses. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 10-15). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Evaluating the Motivational Aspects of a Web-based Learning Environment for the Teaching of Middle School Geometry
Emmanouil Choustoulakis & Emmanouil Nikoloudakis, National & Kapodistrian University of Athens, Greece
Global Learn 2011 (Mar 28, 2011) pp. 803–808
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