Interactive Elements to Boost Motivation in a Self-Paced Online Course
Faculty Advisor Name
Danielle Maxham
Department
Department of Learning, Technology and Leadership Education
Description
This applied research project aims to deliver specific recommendations for JMU Libraries to consider implementing in its self-paced online onboarding program to increase completion rates, satisfaction, and the perceived relevance of its training for new employees. This qualitative research design uses an interpretive/inductive approach and informant sampling strategy—interviews with five instructional designers—to collect, analyze, and create practicable suggestions for interactive, non-graded activities that can be added to increase the adult learners’ motivation to engage with the content. The themes that emerged in these interviews pointed to three types of activities: reflection, discussion, and authentic tasks. These activities are well supported by the literature as effective strategies for supporting motivation in adult learners, and the final report for the client includes suggested activities in these three categories for each of 30 pages of the onboarding training. The project also explores the role of knowledge check questions such as multiple choice, true/false, and matching and how they may affect motivation in adult learners completing an optional course or training program. The final product of this applied research study is a collection of themes and hermeneutics that can be applied across all the modules of the Libraries onboarding training, as well as examples of non-graded activities that may be added to specific modules.
Interactive Elements to Boost Motivation in a Self-Paced Online Course
This applied research project aims to deliver specific recommendations for JMU Libraries to consider implementing in its self-paced online onboarding program to increase completion rates, satisfaction, and the perceived relevance of its training for new employees. This qualitative research design uses an interpretive/inductive approach and informant sampling strategy—interviews with five instructional designers—to collect, analyze, and create practicable suggestions for interactive, non-graded activities that can be added to increase the adult learners’ motivation to engage with the content. The themes that emerged in these interviews pointed to three types of activities: reflection, discussion, and authentic tasks. These activities are well supported by the literature as effective strategies for supporting motivation in adult learners, and the final report for the client includes suggested activities in these three categories for each of 30 pages of the onboarding training. The project also explores the role of knowledge check questions such as multiple choice, true/false, and matching and how they may affect motivation in adult learners completing an optional course or training program. The final product of this applied research study is a collection of themes and hermeneutics that can be applied across all the modules of the Libraries onboarding training, as well as examples of non-graded activities that may be added to specific modules.
