No abstract

This study proposes an attention, Relevance, confidence, satisfaction (ARCS)-based research model that uses a set of ARCS-oriented certified digital general education information literacy (IL) materials for higher education initiated by the Ministry of Education (MoE) in Taiwan, to determine the motivation for learning in a blended learning environment. The research model is tested using an online questionnaire survey of 292 participants. Confirmatory factor analysis (CFA) is used to evaluate the reliability and validity of the results. The partial least squares (PLS) method is used to validate the measurement and hypotheses. Brief comments and in-depth interviews with students who had scored very highly and very poorly in terms of their overall academic performance provided qualitative data on students’ learning motivation. The findings support the validity of the four motivational elements in the ARCS model. The quantitative and qualitative research results demonstrate that the motivation for taking IL courses, whether as a requirement or out of interest, is not a key factor in learning motivation. The results reveal that the ARCS-based digital materials, ARCS-based motivational course design for learning, and the student-centred, inquiring learning environment are critical components for achieving effective online IL courses and favourable learning outcomes.

The author investigated the information requirements and search habits of graduate students at Tatung University, a private university in Taipei City, Taiwan. Data were collected by means of questionnaires (416) and follow-up interviews with graduate students from nine departments. Results show that 90% of the subjects conducted information searches using outside sources in addition to the university library. More than half of the respondents said that they depend on the university library and fellow students when conducting information searches. Finally, the amount of required e¡ort and speed of access were more important than cost when choosing an Information source.

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This study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies – PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy courses.