This paper details the importance of motivation in driving and developing an online community. Methodological approaches in this area are still in development hence this paper outlines the use of retrospective discourse analysis, and the need for stimulated recall to test the motivational factors used and experienced by both tutors and students for an online learning course at The Robert Gordon University. It outlines the use of a section of Keller’s ARCS (Attention, Relevance, Confidence, Satisfaction) model in developing a coding scheme and stable background to the research, allowing relatively unbiased testing of the various hypotheses in studying e-learning. Results will ultimately be illustrated through the creation of a motivational framework to aid in the creation of future e-learning communities.
|Title of host publication||Proceedings of the third international conference on networked learning|
|Place of Publication||Lancaster|
|Number of pages||7|
|Publication status||Published - 2002|
|Event||Networked Learning 2002 Conference - Sheffield, United Kingdom|
Duration: 26 Mar 2002 → 28 Mar 2002
|Conference||Networked Learning 2002 Conference|
|Period||26/03/02 → 28/03/02|
- online learning communities
- retrospective discourse analysis
- asynchronous discussions
Niven, J., Harris, R. A., & Williams, D. (2002). Motivation to use online learning communities: a methodological outline. In Proceedings of the third international conference on networked learning (pp. 474-480).