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

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 an...

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Bibliographic Details
Published in:The Turkish online journal of distance education TOJDE 2015-04, Vol.16 (2), p.56
Main Authors: IZMIRLI, Serkan, IZMIRLI, Ozden SAHIN
Format: Article
Language:English
Subjects:
Computer Science
Departments
Educational Technology
Foreign Countries
Individual Differences
Information Technology
Phenomenology
Preservice Teachers
Questionnaires
Relevance (Education)
Student Attitudes
Student Motivation
Teacher Education
Turkey
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Summary: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".
ISSN:1302-6488
1302-6488
DOI:10.17718/tojde.26620