Document Type
Course Material
Publication Date
3-2024
Abstract
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.
Recommended Citation
Blake, Emily D., "Interactive Elements to Boost Motivation in a Self-Paced Online Course" (2024). Department of Learning, Technology and Leadership Education - Graduate Student Scholarship. 1.
https://commons.lib.jmu.edu/ltle-grad/1
Included in
Adult and Continuing Education Commons, Educational Technology Commons, Library and Information Science Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Vocational Education Commons
