Blog Post
While it may be safe to assume that people have positive attitudes toward experimenting with new technologies in the workplace, it may be equally safe to assume that you will encounter people in the workplace who have low self-efficacy in experimenting with new technologies.
Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate? Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success.
I teach in a two –year degree Nursing program in a small, private college. Last year, I started implementing an online piece to our program for instructors to post materials, grades, and teams, forums it is limitless what can be posted there. The idea is to reduce the amount of copying, thus reducing the amount of paper we use, with the bonus that the students get their materials ahead of class and see their grades without having to make a special trip in to the school. Also, messages can be posted there as a way to communicate things moment to moment, rather than waiting to announce during scheduled classes.
When I introduced the idea to my fellow faculty, some were open to the idea right away. However, others were reluctant to utilize the new web study classroom. One faculty member in particular flat out refused to try it. She was insistent that the Internet would “crash” and the students would not be able to obtain the materials needed for class. I tried to explain that we require our students to use the Internet for research, medication information, even some of their books they need to purchase online. In this day and age, I have yet to find a student that does not use the Internet in some way, shape or form. For my classes, there have been very few “glitches” that have prevented a student from acquiring the materials I have posted for them. Also, it has insured privacy for the posting of grades, which most students prefer.
The following exhibits Keller’s (1987) ARCS Model:
Attention The first and single most important aspect of the ARCS model is gaining and keeping the learner's attention, which coincides with the first step in Gagne's model. Keller's strategies for attention include sensory stimuli (as discussed previously), inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media).
Relevance Attention and motivation will not be maintained, however, unless the learner believes the training is relevant. Put simply, the training program should answer the critical question, "What's in it for me?" Benefits should be clearly stated.
Confidence The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, students should be given estimates of the time required to complete lessons or a measure of their progress through the program.
Satisfaction Finally, learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a sense of achievement.
The success or failure of any e-learning initiative can be closely correlated to learner motivation (Kruse, n.d.).
I would use this model to help show the faculty what is in it for them, how it will benefit their course and students.
Kruse, K. (n.d.)The magic of learner motivation: The ARCS Model. Retrieved from http://www.e-learningguru.com/articles/art3_5.htm
