Welcome to the InfoSci Platform
Reference Hub7
Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs): The Application and Administration of the Motivation Design Model

Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs): The Application and Administration of the Motivation Design Model

Hasan Uçar, Alper Tolga Kumtepe
Copyright: © 2018 |Pages: 23
ISBN13: 9781522526452|ISBN10: 1522526455|EISBN13: 9781522526469
DOI: 10.4018/978-1-5225-2645-2.ch009
Cite Chapter Cite Chapter

MLA

Uçar, Hasan, and Alper Tolga Kumtepe. "Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs): The Application and Administration of the Motivation Design Model." Administrative Leadership in Open and Distance Learning Programs, edited by Koksal Buyuk, et al., IGI Global, 2018, pp. 213-235. https://doi.org/10.4018/978-1-5225-2645-2.ch009

APA

Uçar, H. & Kumtepe, A. T. (2018). Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs): The Application and Administration of the Motivation Design Model. In K. Buyuk, S. Kocdar, & A. Bozkurt (Eds.), Administrative Leadership in Open and Distance Learning Programs (pp. 213-235). IGI Global. https://doi.org/10.4018/978-1-5225-2645-2.ch009

Chicago

Uçar, Hasan, and Alper Tolga Kumtepe. "Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs): The Application and Administration of the Motivation Design Model." In Administrative Leadership in Open and Distance Learning Programs, edited by Koksal Buyuk, Serpil Kocdar, and Aras Bozkurt, 213-235. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2645-2.ch009

Export Reference

Mendeley
Favorite

Abstract

Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still remains to be an under-researched area. One of the most important issues associated with success in MOOCs is the learner motivation. High dropout and low retention rates have been attributed to learners' low motivation. A recipe for these motivational challenges in MOOCs is provided by the ARCS-V motivational theory. This motivation design model provides a frame for analyzing the MOOCs learners, learning environment, and the resources. Based on this analysis, the model provides suggestions for assigning motivational tactics and strategies. Therefore, the purpose of this chapter is to introduce Keller's ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivational strategies based on the model in MOOCs environments.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.