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A Study of an Educational Blogging Environment in the Context of the ARCS Model of Motivation

Cooke, Kathryn Nyreen
Format
Thesis/Dissertation; Online
Author
Cooke, Kathryn Nyreen
Advisor
Bunch, John
Abstract
In the exploratory study, participants in a higher education psychology statistics course implemented both traditional methods of communication and blogging technology for coursework. Separated into two groups, the technologies were each used by half of the participants and then reversed so both groups used both technologies by the end of the study. Two surveys based on Keller's ARCS Model, the Course Interest Survey and the Instructional Materials Motivation Survey, were used to measure and compare student motivational levels. Observations provided additional data. Although differences between the two groups were statistically significant, blogs did not have an impact on motivational levels nor learning outcomes; however, results indicated that blogging technology should be considered a viable option for practitioners when implemented appropriately. Note: Abstract extracted from PDF text
Language
English
Published
University of Virginia, Curry School of Education, PHD, 2008
Published Date
2008-08-01
Degree
PHD
Rights
All rights reserved (no additional license for public reuse)
Collection
Libra ETD Repository

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