Development Research Applied To Improve Motivation in Distance Education.
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| Title: | Development Research Applied To Improve Motivation in Distance Education. |
|---|---|
| Language: | English |
| Authors: | Visser, Lya, Plomp, Tjeerd, Kuiper, Wilmad |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 1999 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Computer Mediated Communication, Computer Uses in Education, Cost Effectiveness, Distance Education, Foreign Countries, Higher Education, Instructional Design, Instructional Development, Instructional Effectiveness, Motivation Techniques, School Holding Power, Student Motivation, Student Surveys, Tables (Data) |
| Abstract: | This study introduced motivational strategies in the student support system of a distance education program, offered by the University of London (England) and implemented by the International Extension College in Cambridge (England). The program prepares international students for a diploma or masters degree in distance education. The study extended existing student support with motivational strategies in the form of motivational communications that should serve to help distance education students to become or stay motivated, so that they will successfully complete their courses. The ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational analysis was used for design and development of the MMSS (Motivational Messages Support System). Development research was used for addressing questions on the validity, practicality, and effectiveness of the motivational messages. The study examined the extent to which motivational messages based on the ARCS model are effective in distance education courses, and the difference in effectiveness and cost-efficiency between the personalized and collective process of enhancing motivation through motivational messages. Data were gathered through student questionnaires, student interviews, tutor records, and tutor interviews. Findings indicated that the messages were effective and appreciated by students; no significant difference was found between the use of collective and personalized messages as regards effectiveness. (MES) |
| Entry Date: | 2000 |
| Accession Number: | ED436169 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED436169 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Development Research Applied To Improve Motivation in Distance Education. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Visser%2C+Lya%22">Visser, Lya</searchLink><br /><searchLink fieldCode="AR" term="%22Plomp%2C+Tjeerd%22">Plomp, Tjeerd</searchLink><br /><searchLink fieldCode="AR" term="%22Kuiper%2C+Wilmad%22">Kuiper, Wilmad</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 1999 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cost+Effectiveness%22">Cost Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+Techniques%22">Motivation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Tables+%28Data%29%22">Tables (Data)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study introduced motivational strategies in the student support system of a distance education program, offered by the University of London (England) and implemented by the International Extension College in Cambridge (England). The program prepares international students for a diploma or masters degree in distance education. The study extended existing student support with motivational strategies in the form of motivational communications that should serve to help distance education students to become or stay motivated, so that they will successfully complete their courses. The ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational analysis was used for design and development of the MMSS (Motivational Messages Support System). Development research was used for addressing questions on the validity, practicality, and effectiveness of the motivational messages. The study examined the extent to which motivational messages based on the ARCS model are effective in distance education courses, and the difference in effectiveness and cost-efficiency between the personalized and collective process of enhancing motivation through motivational messages. Data were gathered through student questionnaires, student interviews, tutor records, and tutor interviews. Findings indicated that the messages were effective and appreciated by students; no significant difference was found between the use of collective and personalized messages as regards effectiveness. (MES) – Name: DateEntry Label: Entry Date Group: Date Data: 2000 – Name: AN Label: Accession Number Group: ID Data: ED436169 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED436169 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 Subjects: – SubjectFull: Computer Mediated Communication Type: general – SubjectFull: Computer Uses in Education Type: general – SubjectFull: Cost Effectiveness Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Instructional Design Type: general – SubjectFull: Instructional Development Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Motivation Techniques Type: general – SubjectFull: School Holding Power Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Student Surveys Type: general – SubjectFull: Tables (Data) Type: general Titles: – TitleFull: Development Research Applied To Improve Motivation in Distance Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Visser, Lya – PersonEntity: Name: NameFull: Plomp, Tjeerd – PersonEntity: Name: NameFull: Kuiper, Wilmad IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 1999 |
| ResultId | 1 |
