Application of ARCS Model for a Blended Teaching Methodologies: A Study of Students’ Motivation amid the COVID-19

U.K. Durrani,M.M. Kamal

doi:10.4108/eai.17-2-2021.168721

Abstract

INTRODUCTION: A well-developed course in accordance with sound instructional design principles and successfully delivered multiple times in a traditional face-to-face classroom mode failed to stimulate students’ motivation to learn in an online delivery mode amidst the COVID-19 outbreak. This paper

Highlights

A well-developed course in accordance with sound instructional design principles and successfully delivered multiple times in a traditional face-to-face classroom mode failed to stimulate students’ motivation to learn in an online delivery mode amidst the COVID-19 outbreak
The blended teaching methodologies (BTM) based on the ARCS model, process, and strategies have enhanced and/or sustained students’ motivation and kept the subject interesting in an online environment, and improved their learning
An adaptive implementation of BTM aligned with ARCS models, process, and associated strategies can enable the enhancement and/or sustainability of students’ motivation

Summary

Introduction

A well-developed course in accordance with sound instructional design principles and successfully delivered multiple times in a traditional face-to-face classroom mode failed to stimulate students’ motivation to learn in an online delivery mode amidst the COVID-19 outbreak. The year 2020 is well known for its disastrous COVID-19 outbreak and its global impact on every aspect of human life In education, it has created significant challenges for the global education community. In the mid of March 2020, Ajman University had to suspend our regular face-to-face classes under the emergency policy by the UAE government. In these unfamiliar circumstances, there was uncertainty and disparity between what to teach, how to teach, where to teach, how to assess and grade, the workload of lecturers and students, the teaching environment, and the implications for education equity [4]. The University faced several challenges under the newly introduced online policies included: the weakness of the e-learning infrastructure, the lack of lecturers’ experiences in conducting online classes, the complex environment at lecturers’ and students’ homes, and so forth

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