Motivational Strategies for the Web-based Instruction
Dogan Tozoglu, Florida State University, United States ; Muhammet Demirbilek, University of Florida, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract Motivation is generally defined as the magnitude and direction of behavior, the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect (Keller, 1983). Web-based instruction offers various bonuses to promote and develop intrinsic motivation in learners. Intrinsically motivated learners are learners who are not only interested in completing the requirements for a course but who also have a personal awareness in grasping the content. There are several instructional motivation theories that provide helpful perspectives. In this paper, based on the ARCS (Attention, Relevance, Confidence, Satisfaction) model some instructional strategies will be presented for Web-based instruction.
Tozoglu, D. & Demirbilek, M. (2002). Motivational Strategies for the Web-based Instruction. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 308-310). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).