The Combination of Instructional and Narrative Models for e-Learning

This theoretical paper introduces issues and methods for combining instructional and narrative models for e-learning. The authors incorporate the ARCS model as part of their study in pointing out that today’s multimedia “is often reduced to the combining of different media elements. Analogous to a structure of a book the content is presented chapter by chapter. Various elements such as images, animations, and videos are embedded in text or each chapter, whereas dramaturgical structures or narrative concepts are not utilized.” The goal of the project described here is “to convert the hierarchical learning structures of these courses into media-friendly and learner-friendly online learning modules….Digital storytelling concepts and corresponding, multimedia elements are combined to create an innovative narrative learning structure.”

Schön, I., Hoffmann, P., & Herczeg, M. (Date unknown). The combination of instructional and narrative models for e-learning. In Göbel, St., Braun, N., Spierling, U., Dechau, J. & Diener, H. (Eds.) TIDSE, 1st International Conference on Technologies for Interactive Digital Storytelling and Entertainment. Stuttgart. Fraunhofer Verlag. pp. 176-186.

 

Applying a Motivational Design Process to e-Learning Design

The authors state that, “Technology offers many innovative features that can be used to make instruction more appealing to learners. However, many of these features are interesting only because they are novel and may lose their appeal as learners become accustomed to them.” They go on to point out that, “Overcoming these motivational challenges can be difficult because of the complexity of human motivation and the vast number of motivational concepts and theories that exist.” Consequently, the purpose of this paper is to describe how a general model for motivational design, the ARCS model, can be applied in e-learning design.

Keller, J. M., & Suzuki, K. (2004). Learner motivation and e-Learning design: A mutinationally validated process. Journal of Educational Media, 29(3), 229-239. October 2004. (See PDF file No.2)

 

Incorporating ARCS Motivational Design Elements Into Educational Software

The article abstract states: “The purpose of this document is to describe the instructional design elements that have been incorporated in the Kid’s CollegeTM 2004 educational software program. The paper specifically examines how the software program serves as an implementation of the Keller’s ARCS Motivational Model of Instruction.”

Mills, R. J., & Sorensen, N. (no date). Kids CollegeTM 2004: An Implementation of the ARCS Model of Motivational Design. Manuscript available as of 22 June 2006 at http://www.learningthroughsports.com/img.asp?id=1706.

 

Combining Computer Supported Collaborative Argumentation and Problem-Based Learning by Jörg Zumbach and Peter Reimann

The authors discuss the relationship between Problem-based learning (PBL) and Computer Supported Collaborative Argumentation (CSCA) in order to investigate how computer-based collaboration can be used to support PBL. In addition, they provide an instructional model for combining PBL, CSCA and Keller's ARCS-model, which can serve as the conceptual basis for ongoing work on development and empirical testing.

Click here to read the whole article:
http://d3e.open.ac.uk/cscl99/Zumbach/Zumbach-paper.html

Motivational Constructs in an Online Learning Environment in a UAE University by Marielle Patronis

In this case study, an online forum was used for interaction among learners in an online environment. In order to explore the interaction, the ARCS model was implemented. This study investigated the motivational forces and barriers to learners’ motivation through the analyses of a series of data from questionnaires and students’ feedback, which showed that online interaction can enhance learners’ motivation and engagement in the learning process.

Click here to read the whole article: http://www.admc.hct.ac.ae/emel2005/people/patronis/MP%20Paper2005.doc

 

Creative Online Learning Environments by Donald G. Perrin

This paper argues that changes are necessary in pedagogy and ability to provide quality support for distance learning. From the statement “online experience is not necessarily better or worse than traditional classroom instruction, but it is different,” this paper begins to focus on “the transition process for teacher, student, and the provider organization.” It also discusses “best practices, standards, and creative approaches to teaching and learning.” In addition, it suggests an instructional model that incorporates the ARCS model.

Click here to read the whole article: http://www.itdl.org/Journal/Apr_05/article04.htm

 

Motivating Students at a Distance: The Case of an International Audience

The author points that “a great number of distance learning courses suffer from extremely low student completion rates compared to their traditional classroom.” She regards motivational problems as a possible cause for the suffering. She describes the motivational problems that a representative group of international distance education students had as well as she suggests “a specific, low-cost motivational intervention” using the ARCS model that can enable instructors to effectively and efficiently support for students’ motivation.

Visser, L., Plomp, T., Arimault, R., & Kuiper, W. (2002). Motivating Students at a Distance: The Case of an International Audience. Educational Technology Research & Development, 50(2), 94-110.

 

Videoconferencing Instructional Strategies

This websites argues that videoconferencing requires extra efforts in involving and engaging learners because we got used to watching video instead of communicating with it. Thus, this website provides six strategies for the two-way video instruction: “motivate learners, set expectations; engage students with variety and interaction; reduce distractions during learning activities; encourage dialog; and provide supporting materials.” Especially for the explanation of the first strategy, the ARCS model was used.

Click here to read more information: http://www.kn.pacbell.com/wired/vidconf/instruct.html

 

Conducting Learner Analysis to Adjust Online Instruction for Your Faceless Learners by Yonnie Chyung

As a solution for the dropout problem in distance learning environment, the author suggests online intervention strategies based on the ARCS model. She implements the ARCS model as a guideline to conduct learner analysis and modify instruction to improve motivational appeal to individual learners in a distance learning environment.

Chyung, S. Y. (2001). Conducting learner analysis to adjust online instruction for your faceless learners. In Proceedings of the 17th Annual Conference on istance Teaching & Learning, (pp. 85-90).

 

Motivating Distance Learning Students Using the ARCS Method
This website describes how to design distance learning courses. It specifically explains building goals and objectives for distance learning courses, and highlights motivation for them. Also, it suggests using the ARCS model for the aspect of learners’ motivation.

Click here to read more information: http://www.netnet.org/instructors/design/goalsobjectives/motivation.htm

 

How to Motivate Adult Online Learners in Higher Education? by Sanghoon Park

The author argues that since online learning settings are different from classroom settings, systematic, motivational strategies should be prepared for the characteristics of adult learners. He describes the steps and information for motivational design process based on the ARCS model and shows the case example of an online learning setting.

Click here for more information:
http://www.mtsu.edu/~itconf/2004/presentations/park.html

 

 

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