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Exploring Voicethread Using ARCS Instructional Design Approaches

Submitted by on January 30, 2014 – 1:47 pmNo Comment

Whitney Kilgore , Vice President, Learning Technologies, Academic Partnerships International, along with Leah B. Mangrum, Assistant Professor of Communication, Angelo State University, and Jennifer Miller, University of North Texas/Dublin Independent School District, co-authored an article that was recently published in the Journal of Media Education.

Additionally, this work has been presented at the University of North Texas, College of Information Research Exchange Conference in San Antonio, Texas, June, 2013.

Please see below for the abstract and link to access the full article.

Abstract

Teaching is a difficult task when learners are not engaged, motivated, and curious. Learning occurs within a person, the experience is unique to the individual. Studies have shown that motivated learners can expect 16% to 38% increases in achievement (Huett, Moller, & Young, 2008). This paper addresses the methods that can be leveraged to engage online learners, tap into their curiosity, and boost confidence. Through the use of the ARCS motivational model established by Keller, educators can tap into both the extrinsic and intrinsic motivation of the learners.

Online learning continues to grow exponentially with the increase and diversity of online learning platforms, course offerings, users, and instructional design approaches. Durrington, Berryhill, & Swafford (2006) find that the “avail- ability of distance education opportunities has burgeoned” (p. 190). There are many challenges facing online learning environments. For in- stance, learning quality, providing interaction within online learning environments, and providing appropriate courses to meet growing student expectations are all challenges facing participants in online learning environments (p. 190). Durrington, Berryhill, & Swafford (2006) stress the importance of providing interactive collaboration to strengthen instructor and student relationships to produce a more satisfactory learning experience (p.191). ChanLin’s (2009) study, “Applying motivational analysis in a web-based course”, uses the ARCS Motivational Model to examine motivational problems related to student’s devotion to lessons and courses in a web-based environment.

John Keller’s ARCS model is explored as an advanced instructional design approach. A review of the literature reveals research on this topic indicates that motivation can improve a learner’s willingness to communicate, participate and retain information presented (Shellnut, Knowltion, & Savage, 1999; Hodges, 2004; see also Lee & Kim, 2012). Executing motivation throughout instruction can encourage students to focus on learning goals and precipitate action into defining their approach to the material.

Click here to access the full article.

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