Time Continuum Model

DEVELOPER

Raymond J. Wlodkowski

BACKGROUND

The Time Continuum model was developed by Raymond J. Wlodkowski in 1985 in order to increase the motivation among adults for learning new subject material and is derived from techniques from linguistics, cognitive psychology and motivation research This model is primarily focused on the role which motivation plays at different stages of the learning process. Wlodkowski believes that there are three important factors in instruction:

1. Value of the learning materials
2. The degree of stimulation provided by the learning
3. Perseverance-How well do the students sustain their interest in the learning material

This model consists of three stage motivational approach for learning which are Before, During and After Instruction. Each of these stages are explained in detail below:

1. Before Instruction: This stage focuses on the attitudes and needs of the learners. Some of the effective motivational techniques that can be used at this stage include icebreaker activities like student introductions, developing and stating clear cut objectives for the course and enable the learners understand clearly what needs to be done in order to be successful in the course. The instruction should also focus on the experiences that are relevant to the learners wherever appropriate. A thorough needs assessment should be conducted prior to developing the course materials.
2. During Instruction: In this stage, the emphasis ought to be placed on increasing the learner stimulation and affect. Some of the motivational strategies that can be used at this stage are initiating discussions by asking interesting questions, using varied modes of instruction like notes and video lectures. It should also be as personalized and relevant to the learner as possible. This stage resembles the relevance aspect of the ARCS model.
3. After Instruction: The learning experience should end with a strong focus on competence and reinforcement. This can be done by providing frequent feedback and communicating progress to the learner which in turn helps the learner to assess his performance in the course and also increase his confidence. Rewards can also be given in some instances.

REFERENCES ~ Coding Spreadsheet - Web View

• Heckhausen, H. (1991). Motivation and action (2nd ed.). Berlin, Germany: Springer-Verlag.
• Hodges, Charles B.(2004).Designing to Motivate: Motivational techniques to incorporate in e-learning experiences. The Journal of Interactive Online Learning, 2(3) , Retrieved from http://www.ncolr.org/jiol/issues/PDF/2.3.1.pdf Abstract: This paper addresses the construct of motivation as it relates to learning. Questions that will be discussed are (a) What is motivation, (b), how can motivation be incorporated in the instructional design process, and finally, (c) what motivational techniques have been used successfully in e-learning settings? Some general background information on motivation will be discussed. Two instructional design models for motivation will be described and examples of best practices for Web-based learning will be supplied.
• Smith, Ruth. (2008, June 26).Motivational factors in e-learning. Retrieved from http://www.ruthcsmith.com/GWU%20Papers/Motivation.pdf
• Wlodkowski, R. J. (1999). Enhancing adult motivation to learn (Rev. ed.). San Francisco, CA: Jossey-Bass Inc