Effectiveness Of Arcs Model Of Motivational Design 
To Overcome Non Completion Rate Of Students
In Distance Education


Year 2014, Volume: 15 Issue: 2, 194 - 200, 01.06.2014

Sangeeta Malık

https://doi.org/10.17718/tojde.18099

Cited By: 17

Abstract

Students’ course completion rate in distance education is getting attention of the researchers throughout the globe. Many factors responsible for high non completion rate of students in distance education are job responsibilities, domestic pressure and complexity of course content. Some researchers reported psychological reasons for dropout like, feeling of inadequacy, distress (Rickinson and Rutherford, 1996); lack of confidence (Cullen, 1994) examination anxiety (Fan and Chan, 1997). In literature lack of motivation is considered as the major responsible factor for this problem as students generally feel lonely due to lack of communication & competition in distance education. In this article effectiveness of ARCS Model of Motivational Design to overcome the motivational problem of distance learning students is discussed. The study indicate that the systems which are developed on the basis of ARCS Model raise the attention of the students during instruction, develop a relevance to the students’ requirements, create a positive expectation for success and help having a satisfaction by reinforcing success.

Keywords

ARCS Model, Motivational Design, Non completion rate, Distance Education

References

• Aura et al. (2008). ARCS Model of Motivational Design EDTEC 544. www.irma- international
• Chyung, S. Y. (2001). Conducting learner analysis to adjust online instruction for your faceless learners. In Proceedings of the 17th Annual Conference on Distance Teaching &
• Learning (pp.85-90). Retrieved May 11, 2008 from http://www.uwex.edu/disted/conference/Resource_library/proceedings/01_6.pdf
• Cullen, M. (1994). Weighing it up: A case study of discontinuing access students.
• Occasional Papers Series: No. 2. Edinburgh University, Centre for Continuing Education. Dick, W., & Carey, L. (1990). The systematic design of instruction (3rd ed.). Glenview, IL:
• Scott, Foresman, and Company. Fan, R. & Chan, M. (1997). A study on the dropout in mathematics foundation courses.
• Paper presented at the 11th Annual Conference of the Asian Association of Open Universities, Malaysia. Kaye Shelton & George Saltsman. Applying the ADDIE Model to Online Instruction. Dallas Baptist University, USA, Abilene Christian University, USA Keller, J.M. (1983). Motivational design of instruction. In C.M. Riegeluth (Ed.),
• Instructional design theories and models (pp. 383-434). Hillsdale, NJ: Lawrence Erlbaum. Keller, J. M., & Kopp, T. W. (1987). An application of the ARCS model of motivational design. In C.M. Reigeluth (Ed.), Instructional theories in actions: Lessons illustrating selected theories and models (pp. 289-320). Hillsdale, NJ: Lawrence Erlbaum.
• Krupar, Karen. (2002). Academy of Teaching Excellence, Metropolitan State College of
• Denver. Retrieved August 2002, http://clem.mscd.edu/~schwarca/courseconstruct/addie- d.html
• Olgren C.H.(1998). Improving Learning Outcomes: The effects of learning strategies & motivation. In C.C Gibson Ed. Distance Learners in Higher Education (pp.77-96). Madison, WI: Atwood
• Phythian, T. & Clements, M. (1980). Post-foundation tutorial planning. Teaching at a Distance, 18, 38-43.
• Rickinson, B. & Rutherford, D. (1996). Systematic monitoring of the adjustment to university of undergraduates: a strategy for reducing withdrawal rates. British Journal of
• Guidance & Counselling, 24(2), 213-232. Sali B. Jale (2008). Designing Motivational Learning Systems in Distance Education.
• Turkish Online Journal of Distance Education-TOJDE. Volume: 9 Number: 3 Article 13 Sally M. Johnstone (2005). Advancing the Effective Use of Technology in Higher
• Education. Encyclopedia of Distance Learning (pp. 79-82). Visser, L., Plomp, T., Arimault, R., & Kuiper, W. (2002). Motivating students at a distance:
• The case of an international audience. Educational Technology Research & Development, 50(2), 94-110. Wiley, (2001). University of Phoenix: Instructional design. [UOP Custom Edition]. New York, NY: Wiley.
• Willis, B. (2002). Instructional development for distance education. Retrieved August 25, 2002, from http://www.uidaho.edu/evo/dist3.html