State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: firstname.lastname@example.org; Web site: http://www.westga.edu/~distance/ojdla
Information Analyses; Journal Articles; Reports - Evaluative
Motivation, engagement, goal attainment and effective interaction are essential components for college students to be successful in the online educational environment. The popularity and influx of electronic media applications has allowed educators the opportunity to incorporate social media (Facebook, Twitter), and volitional messages (Simple Truths, Animoto) in order to enhance the online student learning experience. As a result, student-teacher interaction can be more personal, satisfying, and relevant to students' efforts in meeting their academic needs. Research has shown that students who are motivated, engaged, and interactive are more likely to be successful in an online classroom. However, exactly how motivational strategies work and which specific ones are effective is still an area of uncertainty. This report presents a review of recent literature and trends in order to determine the impact of various electronic media as a motivational strategy geared towards promoting student success in undergraduate online college courses. The researchers for this study will review various targeted electronic media applications as motivational strategies based on Keller's ARCS Motivational Model (Attention, Relevance, Confidence and Satisfaction) and volition in an online environment and how these strategies can impact student success. Kuhl (1987) added the fifth component, volition, to the integrated theory. Volition or self-regulatory strategies are used by students to overcome obstacles that may impede success attainment. Kuhl defined volition as a "mediating factor that energizes the maintenance and enactment of intended actions" (1987, p. 90).