Online learning process management and learners’ Motivation : a case study of University of Yamanashi Virtual Academy Programme

Abstract

This paper presents a computer-based online learning strategy to assist in introducing and teaching hydrological modeling to different stake holders (Basic degree holders to postgraduates and also practicing engineers). As part of the online learning strategy, an interactive computer-based instructional aid was specifically developed to assist distance learners to set up, run and analyze the output from a hydrological model developed by University of Yamanashi, Japan for prediction of river discharge and other hydrological outputs relevant to a river basin. The online learning strategy comprised with an internet based course lessons which include helpful text, graphics, and links to publicly available relevant data resources. An anonymous after lesson questionnaire survey was introduced to assess participants’ perceptions towards the adopted online learning strategy. ARCS (Attention, Relevance, Confidence and Satisfaction) principles were used to gauge participants’ learning motivation based on the questionnaire outcomes. Alterations to the online programme are underway to enhance the quality of the programme based on lessons learned through the feedback.