Motivation Designing Effective Instruction

Factoring incentives and reasons is important for designing effective instruction. Before launching into the development of your instruction, take a look at your learner. Put yourself in his/her mind. What is their drive for coming to you for learning? This applies to all form of instruction including e-learning and online an distance education. Schools offering related distance education programs are: Capella University,Walden University, American InterContinental University, Kaplan University, University of Maryland University College, National University, University of Illinois, and Full Sail Real World Education.

Motivation can be intrinsic- coming from the learner, or extrinsic- the need for grades, promotion, increased status, etc. Using Keller's ARCS model can make learning a more positive experience.

1. Attention: Perceptual attention-getters, as the instruction begins and continuing throughout, such as colors, style, sound, humor, novelty, interaction and involvement are essential.
2. Relevance: Use meaningful examples to create contextual links between the learner and the content you are teaching. Utilize the results of your needs assessment to get an understanding of your learners and their reason for seeking or requiring your instruction.
3. Confidence: Success as the learner moves through your instruction will keep your learner engaged and will increase his/her positive response to the experience. Design the instruction with small steps, self-pacing if possible, and immediate feedback to provide confidence-building experiences.
4. Satisfaction: Appropriate acknowledgment of instructional content and developing the desire to continue the pursuit of similar goals.