Brandon's Resources and Synthesis
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Moldoveanu, M., & Narayandas, D. (2019, March-April). Business Education. Retrieved from Harvard Business Review: https://hbr.org/2019/03/the-future-of-leadership-development
This article focuses on leadership development using distance learning within a corporate education program. As organizations are becoming less bureaucratic, and employees are expected to make important decisions on a more regular basis, they must be equipped with the relevant technical, educational, and communication skills needed to perform. The goal of leadership development through distance education should be to teach relevant skills that transfer immediately to the workplace. Skills transfer gap is one of the most challenging aspects of corporate education. Studies show that far too often, there is a long gap from where the skill is learned to where the skill is applied on the job, if at all. The author also discussed trends related to distance education in the workplace. Advancements in technology have greatly reduced the cost of setting up in distanced learning environments. As of the time this article was written, there were more than 4000 Corporations with online learning environments established.
Azaiza, K. (2011). Learners' Motivation in a Distance Education Environment. Distance Learning, 8(1), 23-27.
The four characteristics of Keller’s ARCS Model of Motivation are attention, relevance, confidence, and satisfaction. Per Keller, there are many variables to be considered when developing a course. Each of these has the potential to affect the motivation of learners. Those include, but are not limited to, the materials instructors use, their behavior, the structure of the lesson itself, as well as the overall course. All can positively or negatively impact learner’s motivation. Instructors or organizations who are developing courses should carefully review each of the four characteristics of Keller's model when assessing the course content, as well as the approach to teaching the material. Keeping in mind not all learners have the same interest in learning styles, The manner in which material is presented, as well as the media used, should be modified regularly and adapted if needed.
Simsek, A. (2014). Interview with John M. Keller on Motivational Design of Instruction. Contemporary Educational Technology, 5(1), 90-95.
John Keller is one of the most respected and well-known intellectuals in the field of educational technology and instructional design. His instructional design theory, ARCS model of motivation, is hugely popular in part because it can be implemented successfully in both traditional as well as remote learning settings. Through his research, motivation is now considered a vital element in any learning environment. Countless studies conducted around the world have confirmed that Keller's theory of motivation is effective. It is now a consensus that motivation should be a necessary component of any learning environment. Most of Keller's initial research focused on learning, information processing, and instruction. He soon discovered that motivation is a fundamental and necessary component of the learning process. His subsequent research in this field has helped carve a path for course designers to better investigate the motivational components of learning and performance. Keller's theory was built upon several foundational theories that primarily focused on attention as a motivational component. Keller expanded on these theories through researching relevance, confidence, and satisfaction within the learners as well. Resulting in a more holistic approach to motivation in an educational setting.
Milman, N. B., & Wessmiller, J. (2020). Motivating the Online Learner Using Keller's Arc Model. Distance Learning, 17(4), 33-37.
This journal article examines how each of the four conceptual foundations of the ARCS model of motivation can help facilitate online learning. In any learning environment garnering student’s attention is critical, but equally important is sustaining it. The author discusses how the use of videos and graphics can help gain attention. Evoking curiosity in the learner can help sustain their attention. This can be done through posing hypothetical questions and helping further discussions on the matter.
The material presented must be relevant to the learner’s career goals. One way of doing this is by relating the material to real world experience in the workplace. If you can show the learner how the current content relates to upcoming learning, this may also increase motivation. The author further mentions sending targeted email messages as a way to help build confidence within the learner. Another method of doing this is by reassuring them that they are not the first student to learn this challenging content. For students to be satisfied with the learning process, the educator must provide clear objectives and expectations. Prompt feedback, test results, and recognition of good work will also help to satisfy students with the learning process.
Malik, S. (2014, April ). Effectiveness of ARCS Model of Motivational Design to Overcome Non Completion Rate of Students in Distance Education. Turkish Online Journal of Distance Education, 15, 194-200.
The author of this article focuses on how to use the ARCS model of motivation to help learners complete online course. To make the course material relevant to the learner, the instructor should understand the needs and reasons why someone has chosen to learn this material. This can be taken one step further by showing the learner how the material presented has immediate worth, as well as future usefulness. Another good point presented in this article on keeping the material relevant Is by Cortana did examples that relate to the learner’s everyday job tasks.
Confidence can be invoked when learners are able to estimate the amount of effort and time required to reach their goal. If learners believe the time requirement or effort needed to complete a course is out of reach it is more likely they will not complete the course. The author also suggests rewarding early completion of modules, tasks, etc. This encourages those learners to complete the course successfully and at the same time may increase the percentage of learners who finish the course.
Recommendations: 1. When developing a course, make sure you understand the needs or reasons why the learner chose to learn the material. 2. Motivation can be increased by explaining how the material being presented 3. For students to be satisfied with the learning process, the educator must provide clear objectives and expectations 4. Evoking curiosity in the learner can help sustain their attention 5. For distance learning in a corporate environment, the material presented should be relevant to the learner’s career goals 6. Confidence can be invoked when learners are able to estimate the amount of effort and time required to reach their goal 7. Rewarding early completion of modules, tasks, etc., may encourage learners to complete the course successfully
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