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Derginin Adı:
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The Turkish Online Journal of Distance Education
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Cilt:
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2010/11
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Sayı:
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2
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Makale Başlık:
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MOTIVATIONAL MEASURE OF THE INSTRUCTION COMPARED: Instruction Based on the ARCS Motivation Theory V.S. Traditional Instruction in Blended Courses
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Makale Alternatif Dilde Başlık:
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Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
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Makale Eklenme Tarihi:
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12.04.2015
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Okunma Sayısı:
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1
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Makale Özeti:
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The ARCS Motivation Theory was proposed to guide instructional designers and
teachers who develop their own instruction to integrate motivational design strategies
into the instruction. There is a lack of literature supporting the idea that instruction for
blended courses if designed based on the ARCS Motivation Theory provides different
experiences for learners in terms of motivation than instruction developed following
the standard instructional design procedure for blended courses.
This study was conducted to compare the students‘ motivational evaluation of blended
course modules developed based on the ARCS Motivation Theory and students‘
motivational evaluation of blended course modules developed following the standard
instructional design procedure. Randomly assigned fifty junior undergraduate students
studying at the department of Turkish Language and Literature participated in the
study. Motivation Measure for the Blended Course Instruction (MMBCI) instrument
was used to collect data for the study after the Confirmatory Factor Analysis (CFA).
Results of the study indicated that designing instruction in blended courses based on
the ARCS Motivation Theory provides more motivational benefits for students and
consequently contributes student learning.
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Alternatif Dilde Özet:
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Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
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