Motivating online learners using attention, relevance, confidence, satisfaction Motivational Theory and distributed scaffolding.
Learning online requires self-regulation, intrinsic motivation, and independence. Building an online classroom environment that fosters the development of these behaviors for students is key to their success. Use of ARCS (attention, relevance, confidence, satisfaction) Motivational Theory and distributed scaffolding can assist faculty in developing intentional support to help the online student achieve learning outcomes. The authors discuss development of teaching strategies in online, distance learning courses that will enhance student motivation and learning outcomes.
College of Nursing, University of Cincinnati, Ohio, USA. denise.gormley@uc.edu
Denise K
DK
Gormley
Christine
C
Colella
Dustin L
DL
Shell
D001288:Attention; D003258:Consumer Behavior; D020375:Education, Distance / Q000379:methods*; D004506:Education, Nursing / Q000379:methods*; D006801:Humans; D020407:Internet; D009042:Motivation; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D011582:Psychological Theory; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology*