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

dc.contributor.authorBrits, Lorena
dc.contributor.authorVan Oordt, Theresa
dc.date.accessioned2019-04-18T11:39:27Z
dc.date.available2019-04-18T11:39:27Z
dc.date.issued2018
dc.description.abstractThe 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.departmentTaxationen_ZA
dc.description.librarianam2019en_ZA
dc.description.urihttp://alternation.ukzn.ac.za/Homepage.aspxen_ZA
dc.identifier.citationBrits, 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.issn1023-1757 (print)
dc.identifier.issn2519-5476 (online)
dc.identifier.other10.29086/2519-5476/2018/sp23a7
dc.identifier.urihttp://hdl.handle.net/2263/69008
dc.language.isoenen_ZA
dc.publisherCSSALL Publishersen_ZA
dc.rightsAlternation is an Open Access Journal.en_ZA
dc.subjectDistance educationen_ZA
dc.subjectAdult learningen_ZA
dc.subjectBlended learningen_ZA
dc.subjectMotivationen_ZA
dc.subjectARCS Modelen_ZA
dc.subjectAccounting educationen_ZA
dc.subjectTaxation educationen_ZA
dc.subjectAttention, relevance, confidence and satisfaction (ARCS)en_ZA
dc.titleThe perceived motivational impact of voice-over-powerpoint™ on part-time adult learners in a distance learning environmenten_ZA
dc.typeArticleen_ZA

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