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Turkish Online Journal of Distance Education, v11 n2 p73-89 Apr 2012

The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different experiences for learners in terms of motivation than instruction developed following the standard instructional design procedure for blended courses. This study was conducted to compare the students' motivational evaluation of blended course modules developed based on the ARCS Motivation Theory and students' motivational evaluation of blended course modules developed following the standard instructional design procedure. Randomly assigned fifty junior undergraduate students studying at the department of Turkish Language and Literature participated in the study. Motivation Measure for the Blended Course Instruction (MMBCI) instrument was used to collect data for the study after the Confirmatory Factor Analysis (CFA). Results of the study indicated that designing instruction in blended courses based on the ARCS Motivation Theory provides more motivational benefits for students and consequently contributes student learning.

Descriptors: Foreign Countries, Blended Learning, Instructional Design, Comparative Analysis, Undergraduate Students, Measures (Individuals), Factor Analysis, Student Motivation, Theories, Control Groups, Experimental Groups, Predictor Variables, Multivariate Analysis, Self Esteem, Attention, Relevance (Education), Satisfaction, Student Attitudes

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Autor: Colakoglu, Ozgur M.; Akdemir, Omur

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5149&id=EJ1042575







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