When working with some at-risk high school students, I introduced an online credit recovery program. We (both students and I) were excited to try this program as a way to get the necessary credits for school. The results were not what I had hoped for. The program was tedious, boring and ultimately ineffective as the students had difficulties in completing the required units to earn credit.
The students became uninterested and resistant to even logging on to the program. Frustration and boredom were the dominate attitudes of the students. This led to the learners being easily distracted and distracting to each other.
Applying Keller’s ARCS model (2005) I would create my own online assignments through wikis, blogs, course management systems, discussion boards, and chat rooms that are more relevant, positive, and engaging. A premade series of lessons do not necessarily consider the student as an individual and the assignments can be limiting, lacking in attention requisition, and undermine confidence which contradicts the ARCS model.
To the right is a table (Driscoll, M. 2005. P.339) that presents an overview of Keller’s ARCS model that is designed for the utmost of student motivation.
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