Literaturnachweis - Detailanzeige
| Autor/inn/en | Kenah, Andy; Nash, Catherine |
|---|---|
| Titel | Teaching, Engaging, and Motivating Learners Online through Weekly, Tailored, and Relevant Communication: Academic Content, Information for the Course, and Motivation (AIM) |
| Quelle | In: Journal of Open, Flexible and Distance Learning, 26 (2022) 2, S.107-123 (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1179-7665 |
| Schlagwörter | Teaching Methods; Learner Engagement; Student Motivation; Electronic Learning; Computer Mediated Communication; Individualized Instruction; College Freshmen; Foreign Countries; Web Based Instruction; Student Attitudes; Evaluation Methods; New Zealand |
| Abstract | Engaging and motivating learners to successfully complete their studies are crucial elements for the success of distance educators around the world. The researchers' AIM newsletter, which is formatted in accordance with motivational learning theory, has been delivered to first-year learners in economics at Open Polytechnic of New Zealand from 2010 to 2022. AIM is an acronym for Academic content, Information for the course, and Motivation--three critical elements that are required to meet the challenges of effective online course facilitation. This paper uses Keller's IMMS to evaluate the learner's perspective of the AIM newsletter. Results show that learners consider AIM newsletter attracts the learner's attention and provides relevant links between theory and current world examples, linking the learner's own experiences, increasing their confidence in the course, and providing overall satisfaction with the learning experience. In essence, AIM newsletter provides an effective and efficient method of delivering and motivating learners throughout their studies. (As Provided). |
| Anmerkungen | FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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