ARCS Motivation Model in the Design and Development of a Blended Course
Aslihan Kocaman-Karoglu, Ercan Kiraz, M. Yasar Ozden, Middle East Technical 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
Given the advantages of supporting face-to-face learning environments with online applications, over the last decade the numbers of educational institutions are offering blended courses. And, particularly in technology mediated environments, motivation is more essential where students are the active participants of the learning process. In this paper the issue of motivation was examined and the critical factors highlighted which emerged for the designers or instructors who are implementing and designing blended learning environments to ensure that students will engage and become effective learners. Keller’s ARCS Motivational Model was used in developing instructional design in a blending setting to improve motivation that are directly applicable to instruction.
Kocaman-Karoglu, A., Kiraz, E. & Ozden, M.Y. (2008). ARCS Motivation Model in the Design and Development of a Blended Course. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2093-2098). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)