Une intervention sur la motivation dans des cours à distance
Abstract
Une intervention sur la motivation a été menée pour vérifier si la production de messages de motivation non personnalisés, à partir du modèle de Keller, pouvait influencer favorablement la réussite des apprenants. Elle s’inspire d’une étude menée par Visser qui a permis de doubler les taux de réussite dans un programme de deuxième cycle. Les résultats présentés s’appuient sur l’analyse des taux de réussite, comparés à ceux des années antérieures; on a aussi recueilli les commentaires exprimés par les étudiants. À l’exception d’un cours, ni la réussite, ni les moyennes de notation, ni la proportion de résultats scolaires élevés, n’augmentent de façon sensible. Si l’on compare les données sur une longue période, l’intervention sur la motivation avec des messages non personnalisés aurait peu ou pas d’influence sur la réussite scolaire. Cependant, les étudiants sont favorables à ce type d’assistance. Les résultats font voir l’importance, dans le domaine de la motivation, d’ajuster l’intervention à la situation de l’apprenant et de ses besoins.
An intervention on motivation was made to verify if non-personalised motivation messages, based on Keller’s model, could influence learners’ success favourably. This intervention was inspired by Visser’s study that showed a doubling of the success rates in a graduate program. The results are based on an analysis of the success rates, compared to those of previous years. We also collected student comments. Except for one course, success rate, grade average and percentage of high results did not increase significantly. If we compare the rates on a longer period of time, this type of intervention has little or no effect on academic success. However, students are favourable to this type of intervention. Results show the importance, in the field of motivation, of adjusting the intervention to the learner’s context and needs.
An intervention on motivation was made to verify if non-personalised motivation messages, based on Keller’s model, could influence learners’ success favourably. This intervention was inspired by Visser’s study that showed a doubling of the success rates in a graduate program. The results are based on an analysis of the success rates, compared to those of previous years. We also collected student comments. Except for one course, success rate, grade average and percentage of high results did not increase significantly. If we compare the rates on a longer period of time, this type of intervention has little or no effect on academic success. However, students are favourable to this type of intervention. Results show the importance, in the field of motivation, of adjusting the intervention to the learner’s context and needs.
Keywords
persistence
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