Using a motivational program to increase student persistence and success in distance learning
In an effort to reduce motivation problems that plague students enrolled in distance learning courses, the Keller model was employed with distance learning students taking a university accounting course. Lack of motivation has been identified and explored in the literature as a problem in such courses. Relevant messages addressing these issues were sent to 33 students, which resulted in significantly increased motivation, persistence, and success rates compared to a control group of 33 students (p < 0,05). Messages tailored to the problems facing distance learning students therefore achieved a cost/benefit.