Could Motivation, Volition, and Engagement Be a Panacea in Online Distance Learning?

Introduction

In fact, as you are all familiar with, when asked what is the most important thing in online distance learning, you can hear the answer “motivation,” which has been ravenous in the language of almost everyone, whether they are experts in the field or not. It is possible to hear answers such as student “engagement” and the power of “volition” when this situation is analyzed further. So why ? If “motivation”, “student engagement” and “the power of volition” are so important in online learning as it is really stated; considering the difficulties in transition to online learning environments during the Covid-19 global pandemic process, do you think “strategies that increase motivation, student engagement and the power of volition in online distance learning environments can be a panacea in overcoming the troubled process? “This study aims to address the situations that are considered to be the basis for the disruptions in education during the Covid-19 global epidemic process from the perspective of motivation, student engagement and the power of volition. For this purpose, the related book chapter plans to present the strategies that can be taken as a basis in overcoming the problems encountered in online distance learning in terms of learner, learning environment and guide (instructor).

The current pandemic that we are going through once again showed us the value of motivation in education. It’s no secret that learning activities that are interesting enough to stimulate student’s curiosity play a key role in learner’s engagement in learning activities. Uçar (2016), who emphasizes that increasing learner’s motivation in face-to-face learning and keeping them engaged is already challenging, suggests that it is even more difficult and complex in distance learning environments. At this point the following question arises, by intersecting the constantly advancing ICT technologies infrastructure and continuously evolving educational paradigms as well as by using the strategies that aim to stimulate and sustain learner motivation and the practices that support learner engagement and willpower, is it possible to overcome the problems encountered in online distance learning? The answer to this question will be sought in the foundations of the ARCS-V motivational design model and Transactional Distance Theory, suggested by John Keller and Moore, respectively. Accordingly, with the components of the ARCS-V motivational design model, and the types of interaction in online learning theoretical background and strategies that can be used as the basis to overcome the problems encountered in online distance learning, in both of which we seek answers to the question above, are reviewed with regards to learner, learning environment and guide. It can be said that the strategies in this section which are suggested on the grounds of ARCS-V with the aim of providing a guidance for the use of interactive strategies and techniques to increase motivation of learners in lessons, and including a guiding and problem solving approach (Li & Keller, 2018). Moreover, as it is stated in the theory of Moore (1993) that the gap that stems from the lack of communication or psychological reasons between instructor and learners, is suggested on the basis to integrate pedagogy and technology. Furthermore, the book chapter, which attaches a special importance to learners’ active involvement in learning activities, contains comprehensive information about increasing and maintaining motivation, power of volition and learner engagement.