Maiti Monica, Priyaadharshini M, S Harini
VIT University, Chennai, Tamil Nadu, India.
Heliyon. 2023 Dec 1;9(12):e22729. doi: 10.1016/j.heliyon.2023.e22729. eCollection 2023 Dec.
In recent years, online MOOCs (Massive Open Online Courses) have been quite popular among universities which helps learners to enhance their competency skills apart from learning the regular college/university curriculum. Although distance education and online learning have been adopted gradually recently, it has become the 'New Normal.' In this situation of uncertainty, facilitators must keep themselves updated with the various teaching/learning strategies and encourage learners to get accustomed to the online classroom environment. Furthermore, assisting the learners with active engagement in the classes is essential. Hence, to create an instigated environment for assessing the competency level and addressing the motivational behaviour of the learners in the online courses, a modified version of the "ARCS" (Attention, Relevance, Confidence, and Satisfaction) model is used in this research work. The core objective of this model is to apply a modified motivational model, namely "ARCS-PC," where PC represents Professional Competency. Professional competency includes Critical Thinking skills, Digital literacy, Creative Thinking, Problem-solving, and Time Management. The incorporation of digital quizzes, assignments, and interactive activities using Information and Communication Technology (ICT) tools was done in the ARCS-PC Model. The online classroom lectures and activities were conducted using the Microsoft Teams (MS Teams) educational platform. Linear regression is performed to analyze the modified ARCS-PC model. These technology-enabled online classes and ICT tools have helped teach lifelong learning, collaborative learning, a student-centric approach, and better competency skills to effectively engage students in online courses. In our proposed method, an improvement of 11.21 % was observed in the student's performance compared to a maximum of 8.8 % in the existing traditional models. Detailed analysis and quantification of the proposed method are given in the paper.
近年来，在线大规模开放在线课程（MOOC）在大学中颇受欢迎，它有助于学习者在学习常规大学课程之外提升自身的能力技能。尽管远程教育和在线学习近年来逐渐被采用，但已成为“新常态”。在这种不确定的情况下，教师必须不断更新自己对各种教学策略的了解，并鼓励学习者适应在线课堂环境。此外，协助学习者积极参与课堂至关重要。因此，为了营造一个激发性的环境来评估在线课程中学习者的能力水平并解决其动机行为问题，本研究工作采用了“ARCS”（注意力、相关性、自信心和满意度）模型的改进版本。该模型的核心目标是应用一种改进的动机模型，即“ARCS-PC”，其中PC代表专业能力。专业能力包括批判性思维技能、数字素养、创造性思维、问题解决能力和时间管理能力。在ARCS-PC模型中纳入了使用信息通信技术（ICT）工具的数字测验、作业和互动活动。在线课堂讲座和活动使用微软团队（MS Teams）教育平台进行。进行线性回归以分析改进后的ARCS-PC模型。这些借助技术的在线课程和ICT工具有助于教授终身学习、协作学习、以学生为中心的方法以及更好的能力技能，从而有效地让学生参与在线课程。在我们提出的方法中，观察到学生的表现提高了11.21%，而现有传统模型的提高最多为8.8%。本文给出了对所提方法的详细分析和量化。
