Using ARCS to address motivational levels in an online classroom

The information from the “Current Scenario” column was taken from an example used in Keller’s article, “Using ARCS motivational process in computer-based instruction and distance education” (Keller, 1999).  The second column gives several ways to increase the motivational level of the students in each of the following areas: attention, relevance, confidence, and satisfaction. 

	Current Scenario	Plan to change motivation level
Attention	This novelty of the online class has worn out because of lack of variety in material and learning strategies (Keller, 1999).	Use personal information and student’s name to communicate with individual students (Keller, 1999).  Make effort to communicate with student on a consistent yet unexpected basis.   “When information is emotional charged, we are more likely to pay attention to it” (Ormrod, Schunk, & Gredler, 2008).  Use case-studies that catch the attention of the learners through their emotions.
Relevance	Students are taking the course voluntarily.  Low motivation may be due to inability to see how course material can be applied to current job (Keller, 1999).	Provide extra material that students can browse through that will help them see how the class material can be applied (Keller, 1999).   Allow students to have a feeling of self-determination by having them choose topics of projects and assignments (Ormrod, Schunk, & Gredler, 2008).
Confidence	Students new to the online classroom who did not score well on the first few assignments have low confidence.  Feedback is not helpful because is it too vague (Keller, 1999).	Provide personal encouragement and show empathy for amount to time and effort being put forth (Keller, 1999).   Occasionally provide credit/non-credit assignments to boost the confidence of struggling students.  Remind and provide contact information for course tutors.   Respond to discussion posts by giving individual and constructive feedback, including positive comments as well.
Satisfaction	Completion of course is satisfactory to students.  However, most students are discouraged by the lack of communication amongst peers (Keller, 1999.	Shorten turn-around time for assignments (Keller, 1999).  Focus on intrinsic motivation by modeling personal satisfaction in the absence of external motivators, talking about being motivated intrinsically, and relating projects to student’s jobs, experiences, and interests (Ormrod, Schunk, & Gredler, 2008).   Encourage peer interaction by creating smaller discussion groups and having students grouped together based on jobs and/or interests.

Resources

Keller, J. M. (June 1, 1999).  Using ARCS motivational process in computer-based instruction and distance education.  New Directions for Teaching & Learning.  Retrieved from: http://library.waldenu.edu

Ormrod, J., Schunk, D., & Gredler, M. (2008).  Learning Theories and Instruction.  

(Laureate Custom Edition). New York, NY: Pearson.