A study of faculty motivation to develop and deliver a basic blended e-course in community college at the University of Dammam, Saudi Arabia

摘要

Rapid advances in web-based technologies and infrastructure are forcing change in the learning community. This study applies the Quality Matters (QM) Rubric (UoD synchronous template) to the LMS (Blackboard) used by 14 faculty members, applied to 14 courses, and directed to 348 students in Dammam Community College in accordance with a supporting eLearning ecosystem environment, applying John Keller's ARCS Model of Motivation [1]. The study reveals that the eLearning training and template meet the expectations of 90% of participants, that 95% applied what they learned immediately, and that 100% have related the improvement to their professional development. Furthermore, the eLearning ecosystem has motivated and supported the faculty members to increase their eLearning awareness and practice. Nearly 70% of participants rationalized their motivation to attend eLearning workshops as professional development, and 90% realized its significance for professional development, substantiating a collective awareness of improvement in developing learning strategies and tools to meet the rapid changes in higher education.