Motivating online learners using attention, relevance, confidence, satisfaction motivational theory and distributed scaffolding

GormleyD.K.; ColellaC.; ShellD.L.

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Motivating online learners using attention, relevance, confidence, satisfaction motivational theory and distributed scaffolding

机译：使用注意力，相关性，信心，满意度动机理论和分布式支架来激励在线学习者

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Learning online requires self-regulation, intrinsic motivation, and independence. Building an online classroom environment that fosters the development of these behaviors for students is key to their success. Use of ARCS (attention, relevance, confidence, satisfaction) Motivational Theory and distributed scaffolding can assist faculty in developing intentional support to help the online student achieve learning outcomes. The authors discuss development of teaching strategies in online, distance learning courses that will enhance student motivation and learning outcomes.

机译：在线学习需要自我调节，内在动机和独立性。建立一个在线教室环境，以促进学生发展这些行为是成功的关键。运用ARCS（注意力，相关性，信心，满意度）动机理论和分布式脚手架可以帮助教师开发意向性支持，以帮助在线学生获得学习成果。作者讨论了在线远程学习课程中教学策略的发展，这将增强学生的动机和学习成果。

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《Nurse educator》 |2012年第4期|共4页
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GormleyD.K.; ColellaC.; ShellD.L.;
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1. Motivating online learners using attention, relevance, confidence, satisfaction motivational theory and distributed scaffolding [J] . GormleyD.K., ColellaC., ShellD.L. Nurse educator . 2012,第4期

机译：使用注意力，相关性，信心，满意度动机理论和分布式支架来激励在线学习者
2. Pengaruh Model Pembelajaran Attention, Relevance, Confidence and Satisfaction (ARCS) terhadap Kemampuan Berpikir Matematis berdasarkan Taksonomi Bloom Revisi [J] . Resti Yelma Sari, Netriwati Netriwati, Fraulein Intan Sari Numerical: Jurnal Matematika dan Pendidikan Matematika . 2017,第1期

机译：基于修正的布鲁姆分类法的学习模型注意，相关性，信心和满意度（ARCS）对数学思维能力的影响
3. Toward Personalized Scaffolding and Fading of Motivational Support in L2 Learner–Dialogue Agent Interactions: An Exploratory Study [J] . Ayedoun Emmanuel, Hayashi Yuki, Seta Kazuhisa Learning Technologies, IEEE Transactions on . 2020,第3期

机译：在L2学习者对话代理相互作用中的个性化脚手架和促进诱导支持的促进脚手架：探索性研究
4. Design of Online Learning Mobile APP for the Elderly Based on Attention, Relevance, Confidence, and Satisfaction (ARCS) Motivation Model [C] . Wei Xiong, Weishan He, Zhen Liu IEEE International Conference on Engineering, Technology and Education . 2019

机译：基于注意力，相关性，自信心和满意度（ARCS）动机模型的老年人在线学习移动APP设计
5. The relationship of course relevance, online features, and perceived learner readiness with corporate employee satisfaction with eLearning. [D] . Anderson, Kevin Curtis. 2005

机译：课程的相关性，在线功能和学习者的准备就绪程度与公司员工对电子学习的满意度之间的关系。
6. Motivational Advising Workshop: Utilizing Motivational Interviewing Theory to Facilitate and Engage Intrinsic Motivation to Change Learners Behavior [O] . Kendra Parekh, Margaret Benningfield, Heather Burrows, 2018

机译：动机咨询研讨会：利用动机访谈理论来促进和利用内在动机来改变学习者的行为
7. The Development Of Attention, Relevance, Confidence, And Satisfaction (ARCS) Model Based on Active Learning to Improve Students'learning Motivation [O] . Riska Widya Pratama, Sudiyanto Sudiyanto, Riyadi Riyadi 2019

机译：基于主动学习的关注，相关性，信心和满意度（弧线）模型的发展，提高学生的学习动机
8. ARCS (Attention, Relevant, Confidence & Satisfaction) Model of Motivational Strategies for Course Designers and Developers. [R] . Keller, J. M., Dodge, B., Keller, B., 1982

机译：aRCs（注意，相关，信心和满意度）课程设计者和开发者的激励策略模型。

Motivating online learners using attention, relevance, confidence, satisfaction motivational theory and distributed scaffolding

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