I recently concluded my Motivation in Education series, which explored Keller’s ARCS Model for Motivation. Each of the model’s components (attention, relevance, confidence, and satisfaction) share a common thread: the relationship between a teacher and their students.
Throughout this series, we’ve explored Keller’s ARCS Model for Motivation, which includes attention, relevance, confidence, and satisfaction—four components used in successful face-to-face, online, and blended learning environments.
In my last post, I shared different strategies to motivate students through gaining and maintaining their attention.
Our eLearning Team is moving toward student-centered learning in our courses. This approach is often miles away from how the course existed in the past, or how the subject matter expert envisions the online course to be.
I have found three ways to help our team and SMEs move toward becoming student-centered in all of our course development projects.
In my last post, I introduced John Keller’s ARCS Model for Motivation. The ARCs model has practical application in face-to-face, online, and blended learning environments. To recap, Keller’s ARCS Model has four parts:
This post is the second in a series titled, Form an Online Connection. Part 1 was published March 9, 2017.
In my last post, Form an Online Connection, Part 1, you read about using your voice to connect with students. This time, the focus is on using your eyes. In a face-to-face course, students have the benefit of being in the same room with the instructor. This makes it possible to observe body language, vocal tone, and facial expressions. Valuable connections are made as the professor looks into each student’s eyes and allows them to return the gaze. Continue reading “Form an Online Connection: Part 2”