Evaluating E-Learning Courses based on First Principles of Instruction and Motivational Design

Document Type : Research Paper

Authors

1 Assistant Professor of Educational Technology Research Institute of Humanities Research and Development (SAMT)

2 Professor in Curriculum Studies, Tarbiat Modares University

3 Department of Educational sciences, Farhangian University, Tehran, Iran

Abstract

The present study was conducted with the aim of evaluating e-learning courses based on Merrill's first principles of instruction and Keller's motivational design and its correlation with learning progress and satisfaction in higher education. In this correlational research, 546 undergraduate students of Iranian universities participating in e-learning courses were selected as a sample by multi-stage cluster sampling method. The evaluation of the quality of the courses was done using the evaluation tool for effective instruction quality based on first principles of instruction and motivational - volitional design for which the reliability coefficient was 0.79. The learning progress was measured using learning progress scale for which the reliability coefficient was 0.75. The level of satisfaction from the course was measured by course satisfaction scale for which the reliability coefficient was 0.83. The results of correlation tests, analysis of variance and multivariate regression showed a positive and significant correlation between the integration of first principles of instruction and motivational-volitional elements with learning progress and student satisfaction. Meanwhile, the activation, demonstration, integration, problem solving, attention, communication, self-regulation and environmental control principles and elements showed the highest correlation with these variables. In general, the results indicated a significant relationship between first principles of instruction and motivational design with the quality of e-learning courses.

Keywords

References

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Badali, M., Hatami,J., Farrokhnia, M. & Noroozi, O. (2022) The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC, Innovations in Education and Teaching International, 59:2, 216-225, DOI: 10.1080/14703297.2020.1813187
Carlucci, D., Renna, P., Izzo, C. and Schiuma, G. (2019), "Assessing teaching performance in higher education: a framework for continuous improvement", Management Decision, Vol. 57 No. 2, pp. 461-479. https://doi.org/10.1108/MD-04-2018-0488
Gardner, Joel. (2011). Testing the Efficacy of Merrill's First Principles of Instruction in Improving Student Performance in Introductory Biology Courses. https://core.ac.uk/download/pdf/19681972.pdf
Gollwitzer, P.M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7): 493-503.
Hess, A. N. (2015). Motivational Design in Information Literacy Instruction. Journal of Communications in Information Literacy, Volume 9, Issue 1, 44- 59. DOI:10.7548/cil.v9i1.309
Keller, J.M. (2010). Motivational Design for Learning and Performance, the ARCS Model Approach, Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1250-3
Keller, J.M. (2016). Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model, Participatory Educational Research (PER) Vol. 3(2), pp. 1-13. http://dx.doi.org/10.17275/per.16.06.3.2 
Keller, J.M., Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process, Journal of Educational Media 29(3):229-239. https://doi.org/10.1080/1358165042000283084
Kim, C., & Bennekin, K. (2016). The effectiveness of volition support (VoS) in promoting students’ effort regulation and performance in an online mathematics course, Instr Sci (44):359–377. https://doi.org/10.1007/s11251-015-9366-5
Kim, H., Chey, J., Lee, S. (2017). Effects of multicomponent training of cognitive control on cognitive function and brain activation in older adults, Neuroscience Research, 124 8–15. DOI: 10.1016/j.neures.2017.05.004
Kuhl, J. (2020). Philosophy of science, motivation and volition, and developing motivational assessment. Motivation Science, 6(3), 189–191. https://doi.org/10.1037/mot0000184
Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl(Eds.), Motivation, intention and volition (pp. 279–291). Berlin: Springer.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. DOI:10.1037/a0032583
Lee, S. (2013). A Relationship between Course-level Implementation of First Principles of Instruction and Cognitive Engagement: A Multilevel Analysis. Instructional design, Development and Evaluation. https://surface.syr.edu/idde_etd
Marder, J., Göllner, R., Wagner, W., Fauth, B. (2021). Ask me, I (Dis) agree! Acquiescence in student ratings of teaching quality in German vocational schools, Studies in Educational Evaluation, Volume 68, 100937. https://doi.org/10.1016/j.stueduc.2020.100937
Merrill, David M. (2020). First Principles of Instruction, revised edition, Published by Association for Educational Communications and Technology (AECT), 320 West 8th Street, Suite 101 Bloomington, Indiana 47404-3745
Odo, I., et al. (2021). Effectiveness of First Principles of Instruction in promoting high Achievement of students in Mathematics: Implications for physics teaching. Journal of Critical Reviews. 8. 119-128.
Schunk, D.,  Meece, J., & Pintrich, P.R. (2020).  Motivation in Education: Theory, Research, and Applications (4th Edition), Pearson Publication, London.   ‏
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement:  An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning   and academic achievement (pp. 1–37). Mahwah, NJ: Lawrence Erlbaum.
 
Journal of higher education curriculum studies
Volume 13, Issue 26
February 2023
Pages 63-83

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