FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL

Abstract

The purpose of this study was to determine the factors motivating pre-service teachersfor online learning within the context of ARCS motivation model. The study, in which thephenomenology model was used, was carried out with 52 pre-service teachers attendingthe department of Computer Education and Instructional Technologies at the EducationFaculty of Çanakkale Onsekiz Mart University in Turkey.The participants were experienced in online learning. In the study, the data werecollected with an open-ended questionnaire within the framework of the ARCS motivationmodel. The research data were analyzed with descriptive analysis and examined fewerthan four themes (attention, relevance, confidence and satisfaction).Also, for each theme, sub-themes were obtained. The most frequent factor motivating foronline learning was “relevance to individual differences” found under the theme of“confidence”. As for the least frequent motivating one, it was “flexibility” found under thetheme of “relevance”.