Learner Characteristics and Motivation: How to Achieve 2015 CELT Vol. VIII

Oct 15, 2026

Uploaded by awa

A 30-minute workshop delivered across three consecutive sessions at the Society for Teaching and Learning in Higher Education Conference 2014 examines how instructional design can increase learner motivation using Keller’s ARCS model. It aligns learner/teacher and learner/content interaction with university and college student characteristics, contrasting intrinsic and extrinsic motivation. The discussion builds constructivist learning conditions and proposes strategies such as assessment design and learning contracts to support efficient, effective learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Aim

Background

Discussion

Learner Characteristics

Support

Learner Characteristics and Motivation: How to Achieve 2015 CELT Vol. VIII [celt. uwindsor.ca](celt. uwindsor.ca) [www.stlhe.ca](www.stlhe.ca) Efficient and Effective Learning Catherine Marie Fraser Bates Queens University During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller’s ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences of typical university and college students. Introduction Aim T his paper is based on a 30 minute workshop delivered in three consecutive sessions at the Society for Teaching and Learning in Higher Education Conference 2014 as part of the Pedagogical Speed Dating sessions. The aim of the session was to explore instructional design as a method of matching learner/teacher characteristics (motivation, experience, age, attitude, learning style, and background education) to the content. The context for the discussion was motivation of the typical university and college student with the objective to make recommendations for instructional strategies that would suit their characteristics. Constructivist conditions for learning was the frame within which the discussion was held. Background The use of the traditional lecture method is still prevalent in many universities and colleges today. The lecture method is a viable instructional strategy for intrinsically motivated (“how can I use my learning to better myself”) learners with life experiences, who are reflective or theoretical learners. It is suited to subject matter best delivered according to the behaviourist philosophy (stimulus, response, reinforcement) . The lecture format maybe less helpful for young students who are extrinsically motivated (“what’s in it for me”), who have limited life experiences, who are practical or active learners, and who must learn content that doesn’t have just one right answer. A constructivist philosophy may be called for in this case, which represents a paradigm shift for students from being passive recipients of instruction that has been designed for them, to being actively involved in determining what their own learning needs are and how those needs can best be satisfied. This paper and the preceding workshop offers an opinion of how a theory of motivation can be used to match instructional strategies to learner characteristics. Discussion Learner Characteristics The traditional university and college student can be classified as a young adult chronologically; however, due to their limited life experiences and dependence on external motivation (e.g., rewards in the form of grades for work assigned by a teacher in topics not of their choosing) up to this stage in their learning career they are more similar to young learners. The typical university and college student must achieve a university degree to be accepted into their future profession which can be argued does set the conditions for intrinsic motivation (i.e. goals that arise from within), however the case can equally be made for extrinsically motivated students who are aware that a degree or diploma are the entry level qualifications for their future work but who are living in the present and struggling to balance part-time work, parental expectations and the unfamiliar university/college culture potentially limiting their experience to short term goals based on the extrinsic rewards of grades. The differences between intrinsic (self-motivated) and extrinsic (external) motivation are important when choosing suitable reward systems (assessment types

FAQs

What is the main goal of the workshop described in the paper?

To explore instructional design as a way to match learner and teacher characteristics with course content, using motivation as a central factor.

How does the paper differentiate intrinsic and extrinsic motivation?

Intrinsic motivation is driven by internal goals, while extrinsic motivation relies on external rewards such as grades and externally assigned expectations.

What instructional approach does the paper recommend to support motivation?

It recommends selecting instructional strategies informed by motivational theory, including methods like learning contracts that connect assessment and grade ranges to predetermined outcomes.

Oct 15, 2026

Uploaded by awa