Influence of Motivational Design on Completion Rates in Online Self-Study Pharmacy-Content Courses

Autor/inn/en	Pittenger, Amy; Doering, Aaron
Titel	Influence of Motivational Design on Completion Rates in Online Self-Study Pharmacy-Content Courses
Quelle	In: Distance Education, 31 (2010) 3, S.275-293 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Online Courses; Student Motivation; Pharmacy; Instructional Materials; School Holding Power; Computer Assisted Instruction; Independent Study; Academic Persistence; Course Evaluation; Scaffolding (Teaching Technique); Motivation Techniques; Virtual Classrooms; Electronic Learning; Web Based Instruction; Distance Education; Instructional Design; Instructional Effectiveness; College Instruction; College Students; Student Attitudes; Instructional Material Evaluation; Student Surveys + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schulische Motivation; Apotheke; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Selbststudium; Motivationsförderung; Web Based Training; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Hochschullehre; Collegestudent; Schülerverhalten; Schülerbefragung
Abstract	Student retention rates are a constant concern in higher education, but this concern has become especially challenging as online courses become more common and there are widespread reports of low completion rates for online, self-study courses. We evaluated four self-study online pharmacy courses with a history of very high completion rates for motivational design features, as an explanation for the difference in completion rates between these classes and those reported in the literature. The validated Instructional Materials Motivation Survey [IMMS] (Keller, 1987) and an open-ended survey based on Keller's (1987) ARCS components were used to assess the design and instructional materials of these courses for motivational influence. Specifically, the ARCS components of attention, relevance, confidence, and satisfaction were measured and then compared. Findings suggest that the extent and type of educational scaffolding does impact the motivational effectiveness of self-study, in online pharmacy-content courses. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10