Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

Hardré, Patricia L.; Miller, Raymond B.

doi:10.1111/j.1937-8327.2006.tb00376.x

Cited by 5 publications

(12 citation statements)

References 43 publications

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“…Satisfaction with knowledge of assessment and motivation were not initially correlated with efficacy, indicating participants did not see them as integral to their perception of their ability to teach. Consistent with prior research on teachers' knowledge and perception of the role of motivation in instruction (see Hardré, 2003a;Hardré & Miller, 2006), motivation may be overlooked and assessment is often taken for granted as a natural by-product of instruction not connected to teaching or motivating skill.…”

Section: Discussionmentioning

confidence: 49%

“…Motivation functions as an important supplement to the foundations of cognitive learning theory (Hardré, 2003a;Hardré & Miller, 2006), and teacher behaviors will affect students either explicitly or implicitly (Hardré, 2001b). To avoid unintended negative effects, TAs should be taught to design motivational elements explicitly into their instruction (Hardré, 2003a;Hardré & Miller, 2006).…”

Section: Motivationmentioning

confidence: 99%

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Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

Madden

Hardré

2016

JET

Self Cite

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Teaching assistants (TAs) in higher education are expected to teach courses in their major subject area with little to no formal instruction in the principles of effective teaching methods. The demands on TAs time are high and there is a need for easy to access, flexible, high quality instruction to provide them with the tools necessary to be effective instructors at the college level. One method of meeting this need is to provide TAs with a "toolbox" of instructional theory and methods based on instructional design principles. In order to be effective, it is important for TAs to understand the interconnected nature of effective educational principles including: instructional design, motivation, learning environments, instructional technologies and assessment. The current study looks at the effects of a self-paced online instruction designed for TAs on their teaching efficacy, perceived teaching competence and satisfaction with knowledge of the delivered instructional concepts using a pre-post, self-report design. Thirteen TAs at a southwestern research university completed both pre and post measures of knowledge and perceptions. Findings indicate that self-paced online training in instructional design concepts significantly increased TAs' satisfaction with their knowledge of instructional theory and principles, design of learning environments and instructional technology. It further increased the significance and magnitude of their understanding of the interconnected nature of instructional principles and elements of the learning dynamic and led to appreciable knowledge change in key areas. These findings provide evidence of the benefits and utility of flexible, easily accessible training in instructional principles for TAs.

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Section: Discussionmentioning

confidence: 49%

Section: Motivationmentioning

confidence: 99%

Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

Madden

Hardré

2016

JET

Self Cite

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“…The program design elements reflect current theories and research on learning, motivation, 16,17 and change management. 18 …”

Section: Methodsmentioning

confidence: 99%

The Meta-Leadership Summit for Preparedness Initiative: An Innovative Model to Advance Public Health Preparedness and Response

Sobelson¹,

Young²,

Marcus³

et al. 2013

Biosecurity and Bioterrorism: Biodefense Strategy, Practice, an

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This article reports on the design, evaluation framework, and results from the Meta-Leadership Summit for Preparedness Initiative. The Meta-Leadership Summit for Preparedness was a 5-year initiative based on the premise that national preparedness and emergency response is not solely the responsibility of government. From 2006 to 2011, 36 Meta-Leadership Summits were delivered in communities across the country. Summits were customized, 10-hour leadership development, networking, and community action planning events. They included participation from targeted federal, state, local, nonprofit/philanthropic, and private sector leaders who are directly involved in decision making during a major community or state-wide emergency. A total of 4,971 government, nonprofit, and business leaders attended Meta-Leadership Summits; distribution of attendees by sector was balanced. Ninety-three percent of respondents reported the summit was a valuable use of time, 91% reported the overall quality as “good” or “outstanding,” and 91% would recommend the summit to their colleagues. In addition, approximately 6 months after attending a summit, 80% of respondents reported that they had used meta-leadership concepts or principles. Of these, 93% reported that using meta-leadership concepts or principles had made a positive difference for them and their organizations. The Meta-Leadership Summit for Preparedness Initiative was a value-added opportunity for communities, providing the venue for learning the concepts and practice of meta-leadership, multisector collaboration, and resource sharing with the intent of substantively improving preparedness, response, and recovery efforts.

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“…My colleague and I (Hardré & Miller, 2006) identified our conceptualization of the new model: its range, scope, grounding, and uses. We supported our conceptualization with expert perspectives through review and feedback.…”

mentioning

confidence: 99%

“…Model research has three key phases: model development, model implementation, and model validation (Richey & Klein, 2007). Model development shows how a model is built and includes the need, theory base, intended uses, and users, processes reported in my two previous articles (Hardré, 2003;Hardré & Miller, 2006). Hardré and Miller (2006) also included elements of model validation (expert review and feasibility assessment).…”

mentioning

confidence: 99%

The motivating opportunities model for performance SUCCESS: Design, development, and instructional implications

Hardré

2009

Perf. Improvement Qrtly

Self Cite

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This article develops the motivating opportunities model from its previous conceptual framework to its design, development, and instructional implications. It includes building the utility of the model for implementation around the acronym SUCCESS, representing a systematic approach to analyzing and designing motivation for situational, utilization, competence, content, emotional, social, and systemic factors. Furthermore, it details the considerations and questions included in each of the seven components of a process of analysis and design using SUCCESS as a tool and procedural guide. Accompanying each component are specific strategies that support implementation by generating the motivating opportunities that the model supports using, with examples to illustrate cases of use. Following the development and strategies of the model are research questions that may illuminate motivation in instructional design and human performance technology, and the utilization of the model.

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Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

Cited by 5 publications

References 43 publications

Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

The Meta-Leadership Summit for Preparedness Initiative: An Innovative Model to Advance Public Health Preparedness and Response

The motivating opportunities model for performance SUCCESS: Design, development, and instructional implications

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