How to Motivate Students? The Four Dimensional Instructional Design Approach in a Non-core Blended Learning Course

被引：2

作者：

Gawlik-Kobylinska, Malgorzata ^{[1
]}

Domalewska, Dorota ^{[1
]}

Maciejewski, Pawel ^{[1
]}

机构：

[1] War Studies Univ, Warsaw, Poland

来源：

CROSS REALITY AND DATA SCIENCE IN ENGINEERING | 2021年 / 1231卷

关键词：

Blended-learning; Motivation; Instructional design; Security; HIGHER-EDUCATION; ONLINE; CLASSROOM;

D O I：

10.1007/978-3-030-52575-0_64

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

The four dimensional design approach focuses on cognitive, emotional, social, and psychomotor dimensions of learning. It relies on balanced differentiation of educational activities. Such a differentiation aims at increasing learners' motivation. In this paper, we examine the adoption of the four dimensional design to a non-core blended course designed and led at the War Studies University in Poland. Data collected from 59 respondents through structured interviews and the analysis of learning outcomes revealed that the four dimensional instructional design approach applied to a blended course keeps students motivated and engaged in the learning content. Our results suggest that university instructors should incorporate the four dimensional approach into instructional strategies to maximise learners' motivation and learning outcomes.

引用

页码：782 / 794

页数：13

共 55 条

[1] Constructivism Based Blended Learning in Higher Education [J].