In this interview, the impact and implications of interface and instructional design are discussed by Roger M. Slatt, a prominent geoscientist, who develops and delivers online courses in geology and geosciences in conjunction with his research, publishing, and traditional bricks-and-mortar academic activities. Continue reading ‘Interface Impact: Interview with Roger M. Slatt’
Author Archive for Elaine Bontempi
Interview with Elaine Bontempi
Do you develop online courses?
Yes.
What subject matter do you prefer to work with?
Educational Psychology and Social Sciences. Continue reading ‘Interface Impact When Developing and Teaching Online Courses’
By Elaine Bontempi and Leslie Warden-Hazlewood
Studies in the realm of individual learning have frequently demonstrated that the most effective teaching processes are those that rely heavily on constructive practices to motivate individuals. Since motivation has been recognized as a crucial factor in the learning process, it is naturally logical to apply the knowledge we have about motivation to one of the more contemporary and most promising modes of education, instruction via computer, or Computer-Assisted-Instruction (CAI). Continue reading ‘Factors in Effective Computer-Assisted Instruction’
Design interface can have a large influence on how motivating a software program is. Aside from general guidelines and the incorporation of motivational models such as Keller’s (1987) ARCS or Deci and Ryan’s (1985) suggestions for self-determination, there are cultural considerations. Some general guidelines for motivation in interactive multimedia instruction include suggestions for typography, graphical images, color, animation/audio, integration, and motivation (Heum Lee & Boling, 1999). Continue reading ‘Influence of Design Interface on Motivation of Learners’
Motivation and Distance Learning: What We Know So Far
By Elaine Bontempi
Understanding what motivates learners has been a topic of much research over the past quarter of a century. So far, there have been some excellent theories on what motivates learners, including those formed by Keller, Maehr, Csikszentmihalyi, Deci & Ryan, Dweck, and Bandura. Although these theories suggest that there are many elements that influence learners such as gender, SES, peer influence, age, etc., these theories have focused on the traditional learner rather than the distance learner. This paper is an attempt to discuss the existing research on the topic, although more research needs to be conducted.
Much of the existing research on motivation and learners discusses factors which contribute to the development of the learners’ intrinsic motivation. In the event a student lacks motivation, several theories suggest ways to increase this through extrinsic reinforcement, learning goals, student expectations, etc. This paper reviews factors that influence learners’ motivational levels both going into distance programs as well as elements in the design which are present or lacking and that further influence motivation. Some influences include demographics of the distance learner, study conditions, support, semiotics and interface design, faculty barriers, organizational issues and course considerations. Continue reading ‘Motivation and Distance Learning: What We Know So Far’
A theme that evolved when conducting research in effective museum distance education was that of design interface. It was identified as one of the key elements that contribute to the effective design of distance learning programs within museums. Continue reading ‘Online Education in Museums: Design Interface and Limitations’
In many distance learning programs, teaching has tended to follow the information transmission model. This is where the instructor simply selects the material to be learned, organizes it into a course package, and transmits it to students in a one way flow of communication from the lecturer to the student (Brown, 1997). Unfortunately, this method promotes passive learning and rote memorization (Brown, 1997). In many online courses, the format tends to be characterized by long pages of text presented in a linear format, with minimal amounts of interaction. Continue reading ‘Online Education in Museums: Cognitive Theories and Technology Issues’
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