Factors Motivating Preservice Teachers for Online Learning Within the Context of Arcs Motivation Model

Abstract

The purpose of this study was to determine the factors motivating pre-service teachers for online learning within the context of ARCS motivation model. The study, in which the phenomenology model was used, was carried out with 52 pre-service teachers attending the department of Computer Education and Instructional Technologies at the Education Faculty of Çanakkale Onsekiz Mart University in Turkey. The participants were experienced in online learning. In the study, the data were collected with an open-ended questionnaire within the framework of the ARCS motivation model. The research data were analyzed with descriptive analysis and examined fewer than four themes (attention, relevance, confidence and satisfaction). Also, for each theme, sub-themes were obtained. The most frequent factor motivating for online learning was "relevance to individual differences" found under the theme of "confidence". As for the least frequent motivating one, it was "flexibility" found under the theme of "relevance".

Maximize the mobile learning interaction through project-based learning activities

“…The tendency that students are digital native makes them comfortable with the learning. The learning content which directly relates to the learning process itself shows that students have good interest in online education (Izmirli and Izmirli, 2015;Lai and Hwang, 2014;Ravitz and Blazevski, 2014). The students learned how to design online learning by attending online education and during the discussion in the classroom while presenting their project progress.…”

Peer tutors’ views on their role in motivating learners to learn mathematics

“…However, when peer tutors demonstrate the future relevance of what the learner could achieve, they may enable the learner to envision what the future may hold, which could motivate learners to learn mathematics. According to Keller's (1987) ARCS model of motivation, relevance ensures that learning fulfils the requirements for future study (Izmirli & Izmirli, 2015;Milman & Wessmiller, 2016).…”

“…Neglecting learning difficulties in mathematics could negatively influence learners' extrinsic motivation to learn the subject. Assistance by peer tutors, however, may enhance the response time for feedback and enable learners to gain satisfaction for and from their work (Izmirli & Izmirli, 2015). Learners would not have to wait for a formal lesson by their teachers, but could be assisted by peer tutors to build understanding of the subject content (Karakis et al, 2016) at their own pace and in their own time (Kroeger & Kouche, 2006).…”

Pengaruh pembelajaran e-learning terhadap peningkatan motivasi dan kognitif mahasiswa keperawatan

“…kata "memotivasi" adalah turunan dari kata Latin movere, yang berarti "bergerak" (Schunk, 2013). Elemen motivasi meliputi attention (persepsi, umpan balik, variabilitas), relevance (orientasi tujuan, pencocokan motif, keakraban), confidence (persyaratan pembelajaran, peluang sukses, kontrol pribadi), satisfaction (pemberdayaan instrinsik, hadiah, keadilan) disebut model ARCS singkatan dari attention relevance confidence satisfaction (Izmirli, 2015).…”

“…Dimasa mendatang proses pembelajaran akan didominasi oleh peran pendidik, buku dan teknologi (Izmirli, 2015), e-learning memiliki potensi untuk mengatasi beberapa tantangan sekarang dan kedepan. Sementara ada banyak bukti bahwa e-learning dapat memberi manfaat bagi peserta didik di berbagai berbagai disiplin ilmu kedokteran (Selzer, 2015).…”