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État de publication: Publiée (2010 )
Nom de la revue: Revue des sciences de l’éducation
Volume: 36
Numéro: 2
Intervalle de pages: 421-443
ISBN: 1705-0065
URL: https://www.erudit.org/en/journals/rse/2010-v36-n2-rse3909/044484ar.pdf
Résumé: 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.
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