Effectiveness of distance education designed based on ARCS Motivational Model A study on childrens l

Abstract

Keywords: ARCS motivational model; readiness for e-learning; instructional design; distance education.

1. What is the impact of ARCS-based instruction on students' e-learning readiness?

2. What is the impact of ARCS-based instruction on students' performance in the products they have developed? 3. What are the perceptions of students and instructor regarding the effectiveness of ARCS-based instruction?

Method

Convergent parallel design, which is one of the mixed methods research designs, was applied. 48 students who continue their education in the Child Development program at a foundation university in Istanbul were determined by convenience sampling methods. The application process lasted four weeks, and four topics in the Children's Literature course were selected and designed according to the ARCS motivational model. In order to collect quantitative data, University Students' E-learning Readiness Scale was applied as a pretest and posttest and student products were evaluated with an analytical rubric. Qualitative data was collected through individual interviews with students and a reflection diary of the researcher instructor. Descriptive statistics were used in the analysis of the analytical rubric evaluations and paired sample t-test was used in the comparison of the pretest and post-test mean scores. The analysis of qualitative data was made with content analysis. In this study, measures were taken for internal validity. Ethics committee approval was obtained before the study. The method of the research is explained in detail. Participants were included in the study on a voluntary basis. Multiple data collection tools were used, including University Students' E-learning Readiness Scale, individual interview form, analytical rubric, and instructor’s reflection diary. The researcher's role as an instructor in the research enabled him to experience the research process closely.

Results

According to the results, e-learning readiness pretest and posttest total scores did not differ significantly [t (47) = -.507, p>0.01]. In terms of subdimensions of e-learn-

ing readiness, the results yielded that except for computer self-efficacy, there is no significant effect on students’ internet self-efficacy, online communication self-efficacy, self-learning, learner controls, and motivation for e-learning. ARCS-based instruction had a significant impact only on students’ computer self-efficacy [t (47) = -2.77, p<0.01]. Considering the percentage distribution of the data, the majority of the students produced products that fit the success criteria. According to students’ interview results, three themes were extracted: contributions, teaching-learning process, and suggestions. They indicated that they developed positive attitudes toward e-learning and their self-confidence increased. The lessons drew their attention and provided permanent learning and retention because of having purpose-oriented and interaction-enhancing activities. According to students, the remarkable elements in the teaching process of the course were ice-breaker activities, practice-based group works, online tests, educational games, group- and self-assessments, templates, and designs. They indicated that these activities contributed to their learning. They also stated that lessons supported their social skills by creating an interactive learning environment and a positive classroom climate. Students made suggestions such as providing students to be prepared for the lesson and increasing the duration of group work. Three themes emerged from the analysis of the instructor’s reflection diaries: teaching process, student development, and professional development. According to the instructor, the interactive teaching of the lessons enabled students to express themselves freely. Students have learned to learn by experiencing meaningful learning experiences, and their problem-solving skills have improved with the effect of their collaborative studies in group work. Supporting empathy skills increased their sense of belonging to the class. Moreover, the professional satisfaction of the instructor has increased, and the instructor has taken positive steps towards professional development and has tried to make distance education more qualified.

Discussion And Conclusion

In this study, the effectiveness of the ARCS-based instruction on students’ e-learning readiness and performance on products were examined and the opinions of students and instructor were evaluated. It was concluded that ARCSbased instruction was effective on the students' computer self-efficacy, the products prepared by the students were of

Yıldız Journal of Educational Research, Vol. 7, Issue. 2, pp. 51–63, December, 2022

the desired quality, and the students and the instructor had affirmative perceptions toward the course. However, there was not a significant impact on the students' e-learning readiness and on its sub-dimensions (internet self-efficacy, online communication self-efficacy, self-learning, learner control, and motivation for e-learning). In this context, it is indicated that the effect can be observed in the medium and long term (Astleitner & Lintner, 2004; Li. & Keller, 2018) and in order to develop these skills, the technological infrastructure, the quality of the course content and the training of the instructors should be improved (Sakal, 2017). It had a significant effect only on students’ computer self-efficacy. Similarly, in the study conducted by Chao et al. (2019), it was determined that the courses designed with the ARCS Model had a positive effect on students' information technology skills.

According to interview and reflection diary results, ARCS-based instruction contributed to students’ personal, social, and ICT skills and their attitudes toward e-learning, and the instructor’s professional development. Moreover, the teaching-learning process was effective in students’ learning, drawing attention, increasing motivation, and creating a positive learning environment. These affirmative effects have been revealed in the related studies (Chao et al., 2019; Durrani & Kamal, 2021; Filiz & Gür, 2021; Goksu & Bolat, 2021; Malik, 2014; Nambiar, 2020; Önce & Gürol, 2021; Wahyudi, Joyoatmojo, & Sawiji, 2017; Wongwiwatthananukit & Popovich, 2000). In future studies, more detailed and long terms studies can be suggested in order to see the impact of ARCS-based instruction on all subdimensions of e-learning readiness and to generalize the results.

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