eラーニング環境における学習モチベーションの維持と課題 ― ARCSモデルを用いたサイバー大学日本語作文授業の分析 ―

Abstract

This study examines Japanese composition classes at a cyber university through the lens of the ARCS motivational model, aiming to assess the effectiveness of the current e-learning content in sustaining learner motivation and identify key areas for improvement. This research highlights the unique advantages of the cyber university's e-learning environment, such as self-paced learning, which has contributed to relatively stable academic performance, as observed in test results. However, survey responses indicate that maintaining motivation poses a challenge, with limited feedback and a lack of understanding of individual progress cited as barriers to sustained engagement. Comparison with traditional in-person classes at conventional universities shows minimal performance differences, indicating that some learners can achieve high scores and progress independently, even in an online setting. These findings suggest that enhanced real-time support and progress monitoring may effectively improve motivation and learning outcomes in the e-learning context. The study underscores the need to address the distinct challenges and advantages of online learning and provides insights for future instructional design and content development.