The perceived motivational impact of voice-over-powerpoint™ on part-time adult learners in a distance learning environment

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dc.contributor.author Brits, Lorena
dc.contributor.author Van Oordt, Theresa
dc.date.accessioned 2019-04-18T11:39:27Z
dc.date.available 2019-04-18T11:39:27Z
dc.date.issued 2018
dc.description.abstract The primary purpose of this study was to determine whether well-designed instructional material based on motivational theory and blended learning theory has the intended impact on the learning motivation of adult learners in a distance education environment. This study used Voice-over-PowerPoint™ technology as a medium to deliver subject specific instruction based on motivational theory as supplementary content to the course curriculum. This empirical study was conducted over a period of approximately two months on a sample of 57 adult learners who were enrolled for a distance education course for non-degree purposes at a tertiary education institution. Quantitative research methods were applied and data was collected using two motivation-measuring surveys: (1) The Course Interest Survey; and (2) The Instructional Materials Motivation Survey, which were both developed by Keller. Motivational strategies were designed for the chosen educational technology, Voice-over-PowerPoint™ (VoP) videos, using Keller’s Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation. These strategies were then delivered via the learner management system for learners to use at their convenience. This research suggests that overall, learner motivation can be affected by external conditions such as well-designed instructional material, and further supports the ARCS model. Furthermore, the use of VoP videos as a viable medium for delivering motivational strategies in a blended, distance learning environment was validated. en_ZA
dc.description.department Taxation en_ZA
dc.description.librarian am2019 en_ZA
dc.description.uri http://alternation.ukzn.ac.za/Homepage.aspx en_ZA
dc.identifier.citation Brits, L. & Van Oordt, T. 2018, 'The perceived motivational impact of voice-over-powerpoint™ on part-time adult learners in a distance learning environment', Alternation, vol. 23, pp. 134-168. en_ZA
dc.identifier.issn 1023-1757 (print)
dc.identifier.issn 2519-5476 (online)
dc.identifier.other 10.29086/2519-5476/2018/sp23a7
dc.identifier.uri http://hdl.handle.net/2263/69008
dc.language.iso en en_ZA
dc.publisher CSSALL Publishers en_ZA
dc.rights Alternation is an Open Access Journal. en_ZA
dc.subject Distance education en_ZA
dc.subject Adult learning en_ZA
dc.subject Blended learning en_ZA
dc.subject Motivation en_ZA
dc.subject ARCS Model en_ZA
dc.subject Accounting education en_ZA
dc.subject Taxation education en_ZA
dc.subject Attention, relevance, confidence and satisfaction (ARCS) en_ZA
dc.title The perceived motivational impact of voice-over-powerpoint™ on part-time adult learners in a distance learning environment en_ZA
dc.type Article en_ZA


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