The primary purpose of this study was to determine whether external conditions, in the form of an e-learning tool, impact the learning motivation of adult learners in a distance education environment. This study also tested the use of Voice-over-PowerPoint™ technology as a suitable medium to deliver motivational instruction 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 (VoP videos), and further supports the ARCS model. Furthermore, the use of VoP videos as a viable medium for delivering motivational strategies in a distance learning environment was validated. / Mini Dissertation (MCom)--University of Pretoria, 2016. / Taxation / MCom / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/60523 |
| Date | January 2016 |
| Creators | Brits, Lorena |
| Contributors | Van Oordt, Theresa, lorena@liquidbox.co.za |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Mini Dissertation |
| Rights | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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