FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL

Serkan Izmırlı; Ozden Sahin Izmırlı

doi:10.17718/tojde.26620

EN

FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL

Abstract

The purpose of this study was to determine the factors motivating pre-service teachers
for online learning within the context of ARCS motivation model. The study, in which the
phenomenology model was used, was carried out with 52 pre-service teachers attending
the department of Computer Education and Instructional Technologies at the Education
Faculty of Çanakkale Onsekiz Mart University in Turkey.
The participants were experienced in online learning. In the study, the data were
collected with an open-ended questionnaire within the framework of the ARCS motivation
model. The research data were analyzed with descriptive analysis and examined fewer
than four themes (attention, relevance, confidence and satisfaction).
Also, for each theme, sub-themes were obtained. The most frequent factor motivating for
online learning was “relevance to individual differences” found under the theme of
“confidence”. As for the least frequent motivating one, it was “flexibility” found under the
theme of “relevance”.

Keywords

Online learning, motivation in online learning, ARCS model

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Details

Primary Language

English

Subjects

-

Journal Section

-

Authors

Serkan Izmırlı

Ozden Sahin Izmırlı

Publication Date

April 3, 2015

Submission Date

April 3, 2015

Acceptance Date

-

Published in Issue

Year 2015 Volume: 16 Number: 2

DOI

https://doi.org/10.17718/tojde.26620

IZ

https://izlik.org/JA86YS66LS

APA

Izmırlı, S., & Izmırlı, O. S. (2015). FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL. Turkish Online Journal of Distance Education, 16(2), 56-68. https://doi.org/10.17718/tojde.26620

AMA

1.Izmırlı S, Izmırlı OS. FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL. TOJDE. 2015;16(2):56-68. doi:10.17718/tojde.26620

Chicago

Izmırlı, Serkan, and Ozden Sahin Izmırlı. 2015. “FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL”. Turkish Online Journal of Distance Education 16 (2): 56-68. https://doi.org/10.17718/tojde.26620.

EndNote

Izmırlı S, Izmırlı OS (April 1, 2015) FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL. Turkish Online Journal of Distance Education 16 2 56–68.

IEEE

[1]S. Izmırlı and O. S. Izmırlı, “FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL”, TOJDE, vol. 16, no. 2, pp. 56–68, Apr. 2015, doi: 10.17718/tojde.26620.

ISNAD

Izmırlı, Serkan - Izmırlı, Ozden Sahin. “FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL”. Turkish Online Journal of Distance Education 16/2 (April 1, 2015): 56-68. https://doi.org/10.17718/tojde.26620.

JAMA

1.Izmırlı S, Izmırlı OS. FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL. TOJDE. 2015;16:56–68.

MLA

Izmırlı, Serkan, and Ozden Sahin Izmırlı. “FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL”. Turkish Online Journal of Distance Education, vol. 16, no. 2, Apr. 2015, pp. 56-68, doi:10.17718/tojde.26620.

Vancouver

1.Serkan Izmırlı, Ozden Sahin Izmırlı. FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL. TOJDE. 2015 Apr. 1;16(2):56-68. doi:10.17718/tojde.26620