Influence of motivational design on completion rates in online self-study pharmacy-content courses
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 wi...
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| Veröffentlicht in: | Distance education 2010-11, Vol.31 (3), p.275-293 |
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| creator | Pittenger, Amy Doering, Aaron |
| description | 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. |
| doi_str_mv | 10.1080/01587919.2010.513953 |
| format | Article |
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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. 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| subjects | Academic Persistence ARCS attrition rates Behavioral Objectives College Instruction College Students Computer Assisted Instruction Course Evaluation Course organisation Distance Education Distance learning Educational Environment Electronic Learning Higher education Independent Study Instructional Design Instructional Effectiveness Instructional Material Evaluation Instructional Materials Instructional Materials Motivation Scale Learning Motivation Techniques motivational design Online Courses Online instruction Online learning Pharmaceutical education Pharmacy Postsecondary education Scaffolding (Teaching Technique) School Holding Power Student Attitudes Student attrition Student Motivation Student retention Student Surveys Undergraduate Students University holding power University students Virtual Classrooms Web based courses Web Based Instruction |
| title | Influence of motivational design on completion rates in online self-study pharmacy-content courses |
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