Motivation is a critical issue for e-learning. Learners who lose their motivation do not learn, whereas learners who gain and maintain motivation learn what they need and persist to the end of the instruction. How can instructional designers motivate learners in an e-learning context?
Many instructors consider the motivation level of learners the most important factor in successful instruction.” (Dick, et al., 2009, pg. 93). Motivation strategies can be incorporated into instructional design for e-learning. Unlike face-to-face learning, e-learning is often asynchronous and alocalized. Instructional design for motivation must account for this inherent divide between the instructor and the learner.
Schunk, et al. (2014) discusses the work of Lepper & Hodell (1989) who provide four sources of intrinsic motivation that can be incorporated into instructional design. These consist of challenge, curiosity, control and fantasy. Schunk, et al. (2014) provides the suggestion to “Use heterogeneous cooperative groups to foster peer interaction” (pg. 204) as a method to facilitate the adoption of mastery goals, a self-oriented component of motivation.
Learners who accomplish challenges of intermediate difficulty perceive their competence, “which raises their self-efficacy and perceived control over outcomes.” (Schunk, et al., 2014, pg. 268). Keller’s (1987) ARCS model describes the attainment of self-confidence as allowing “students opportunity to become increasingly independent in learning.” (pg. 5). This independence, which can be expressed as a “desire for autonomy”, (Schunk, et al., 2014, pg. 256), is a quality of intrinsic motivation.
Learners who become curious are engaged in their learning as they become intrinsically motivated “to seek understanding and resolve the discrepancy.” (Schunk, et al., 2014, pg. 268). Curiosity aligns with Keller’s (1987) ARCS model in the attention strategies of incongruity and inquiry.
Schunk, et al., (2014) provide several sources to conclude that learners who have some control over their learning process have their intrinsic motivation enhanced.
Schunk, et al., (2014) describes fantasy’s ability to apply learned school knowledge to out-of-school situations, thus giving the student the opportunity to appreciate the usefulness of learning and be intrinsically motivated to continue learning.
Reference:
Keller , J. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10 (3), 2-10.
Lepper, M. R. & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.). Research on motivation in education, 3, 73-105.
Schunk, D., Meece, J., Pintrich, P. (21014). Motivation in education: Theory, research and applications. Pearson.
Many instructors consider the motivation level of learners the most important factor in successful instruction.” (Dick, et al., 2009, pg. 93). Motivation strategies can be incorporated into instructional design for e-learning. Unlike face-to-face learning, e-learning is often asynchronous and alocalized. Instructional design for motivation must account for this inherent divide between the instructor and the learner.
Schunk, et al. (2014) discusses the work of Lepper & Hodell (1989) who provide four sources of intrinsic motivation that can be incorporated into instructional design. These consist of challenge, curiosity, control and fantasy. Schunk, et al. (2014) provides the suggestion to “Use heterogeneous cooperative groups to foster peer interaction” (pg. 204) as a method to facilitate the adoption of mastery goals, a self-oriented component of motivation.
Learners who accomplish challenges of intermediate difficulty perceive their competence, “which raises their self-efficacy and perceived control over outcomes.” (Schunk, et al., 2014, pg. 268). Keller’s (1987) ARCS model describes the attainment of self-confidence as allowing “students opportunity to become increasingly independent in learning.” (pg. 5). This independence, which can be expressed as a “desire for autonomy”, (Schunk, et al., 2014, pg. 256), is a quality of intrinsic motivation.
Learners who become curious are engaged in their learning as they become intrinsically motivated “to seek understanding and resolve the discrepancy.” (Schunk, et al., 2014, pg. 268). Curiosity aligns with Keller’s (1987) ARCS model in the attention strategies of incongruity and inquiry.
Schunk, et al., (2014) provide several sources to conclude that learners who have some control over their learning process have their intrinsic motivation enhanced.
Schunk, et al., (2014) describes fantasy’s ability to apply learned school knowledge to out-of-school situations, thus giving the student the opportunity to appreciate the usefulness of learning and be intrinsically motivated to continue learning.
Reference:
Keller , J. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10 (3), 2-10.
Lepper, M. R. & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.). Research on motivation in education, 3, 73-105.
Schunk, D., Meece, J., Pintrich, P. (21014). Motivation in education: Theory, research and applications. Pearson.