Initially when I started working in the university I offered hybrid courses in the freshman classes. The student did not complete the course because they did not want using the Blackboard platform. They commented that they did not understand it. While the first workshop were told and taught how to use it, many students were knocked down. The students said that they understood better in person and were very complicated and further work on the network. I understand that the University is now initiating the first year students in the use of the platform as it is required to access course content and reflective journals on the platform. Following the ARCS model, could provide a problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn (Keller, 1987).I understand that the strategy to learn the benefits of using the platform and let them loose their technological fear to fail, should work in near time. Students go through a process of continuous practice with the platform and are invited to enroll in hybrid courses. More technological students understand how relevant is the use of the platform and promote its use among the student population. Increasing satisfaction among students according to their years of study increased using the platform in other educational practices.
Reference
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.
Learning – Theories.com. (2010). ARCS Model of Motivational Design (Keller). Retrieved from; http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html
