Running head: ACADEMIC MOTIVATION 1

Academic Motivation through Stress and Time Management

Basir Nekmal

California State University Monterey Bay

IST-522 Instructional Design

Professor Jeanne Farrington

December 13, 2016

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Table of Contents

Analysis .............................................................................................................................. 4

Needs Assessment ........................................................................................................... 4

Approach Used for Needs Assessment ........................................................................... 6

1. Identification of the problem. ................................................................................. 6

2. Analysis of the current performance levels. ........................................................... 6

3. Identification of the causes of the problem. ............................................................ 6

4. Identification of the desired performance outcome. ............................................... 7

5. Identification of the expectations of the training as related to the outcome. .......... 7

Other Identified Issues .................................................................................................... 7

Summary of the Needs Assessment ................................................................................ 7

Learner Analysis ............................................................................................................. 8

Context Analysis ............................................................................................................. 9

Content Analysis ............................................................................................................. 9

Design ............................................................................................................................... 10

Literature Review.......................................................................................................... 10

Learning Objectives ...................................................................................................... 11

Terminal objective. ................................................................................................... 11

Enabling objectives. Following are the enabling objectives for this course: ............ 11

Test Instruments ............................................................................................................ 12

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Delivery System and Media Decisions ......................................................................... 12

Instructional Strategies and Activities .......................................................................... 13

Agenda. ..................................................................................................................... 13

Development and Implementation ................................................................................ 14

List of Major Deliverables ............................................................................................ 14

Development Plan ......................................................................................................... 16

Phase 1: Writing Scripts and creating worksheet activities ...................................... 16

Phase 2: Recording Audios ....................................................................................... 16

Phase 3: Adaptation of Videos and Images .............................................................. 16

Contingency planning. .............................................................................................. 16

Implementation Plan ..................................................................................................... 17

Evaluation ........................................................................................................................ 17

Formative Evaluation .................................................................................................... 17

Summative Evaluation .................................................................................................. 17

References ........................................................................................................................ 18

Appendices ....................................................................................................................... 19

Appendix A ................................................................................................................... 19

Appendix B ................................................................................................................... 20

Appendix C ................................................................................................................... 21
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Academic Motivation through Stress and Time Management

For this project the topic of the course I plan to design is Academic Motivation through

Stress and Time Management. The audience of this short course is the soldiers (students)

learning a foreign language at the Defense Language Institute Foreign Language Center

(DLIFLC). These students vary in age from as young as 18 years to as old as 40 years or more.

I plan to design and develop this course using authoring tool called Lectora and deliver

this course as an asynchronous e-learning course using Sakai. Sakai is the Learning Management

System used in DLLFLC.

DLIFLC is DoDs premier school for culturally based foreign language education and

training, with classroom instruction, mobile training teams, and on-line materials tailored for

students at all levels of required proficiency or performance.

As per my observation in the classroom as a foreign language instructor, one of the

factors contributing to a students higher academic performance is motivation. Similarly, lower

motivation level can be identified as a contributing factor to poor academic performance. The

idea of helping students with low level of motivation that affects their performance academically

has inspired me to design this online course.

Analysis

Needs Assessment

As DLIFLC is setting a new goal by planning to raise the standard of graduation for

students from 2/2/1+ to 2+/2+/2, there will be some extraordinary efforts required not only on

the students end, but also on the whole organizations end to achieve this goal. According to the

ILR (Interagency Language Roundtable) scale, 2/2/1+ refers to the proficiency levels in

Reading, Listening, and Speaking , respectively, where 0 on the ILR scale is designated for
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No proficiency and 5 is designated for Functionally Native Proficiency. The "plus level"

designation will be assigned when proficiency substantially exceeds one base skill level and does

not fully meet the criteria for the next "base level.

Currently, before the students start learning their Target Language at the Defense

Language Institute, students are provided a one-week course in Introduction to Language Studies

(ILS) and follow-up online courses such as Survival Strategies and DLIFLC Technology

Resources in language learning. This is done in order to help them become more metacognitive

learners and therefore help them perform better in learning their target language.

As per my observation in the classroom as a foreign language instructor for 3 years and

working as a trainer training other instructors to teach a one-week mandatory Introduction to

Language Studies (ILS) course at the DLIFLC, one of the factors contributing to a students

higher academic performance is motivation. Similarly, a lower motivation level can be identified

as a contributing factor to poor academic performance.

The achievement of the above-mentioned graduation goal of 2+/2+/2 for students

depends on many factors, one of which can be identified as academic motivation as per the

feedback received from the faculty through surveys at the DLI.

The need for students being educated about motivation was assessed through focus group

discussions (in the form of staff meetings where one of the items on the agenda was the need for

more follow up online courses to help students improve their performance during their target

language course) and one-on-one discussions with fellow colleagues at the Student Learning

Services (SLS).
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Data from students feedback surveys at the end of the ILS course was analyzed by a

designated group of individuals at the SLS to obtain information about students interests, needs,

and what works and what does not.

Similarly, data from faculty feedback surveys was also analyzed by the same group of

individuals to obtain information about what teachers consider necessary for improving students

performance.

Approach Used for Needs Assessment

The following approach (Piskurich, 2015) was employed in conducting needs assessment

or analysis for the purpose of this project. The relevant steps of this approach are as follows:

1. Identification of the problem. DLIFLC is planning to raise the graduation standard of

the students to 2+/2+/2 whereas the current graduation standard is 2/2/1+. Despite the plans to

raise the standard form 2/2/1+ to 2+/2+/2, still students struggle to achieve the 2/2/1+ goal, as

shown by low performance on their DLPTs (Defense Language Proficiency Tests) and OPIs

(Oral Proficiency Tests).

2. Analysis of the current performance levels. Currently, before the students start

learning their Target Language at the Defense Language Institute, they are provided a one-week

course in Introduction to Language Studies and follow-up online courses. This is done in order to

help them become more metacognitive learners and therefore help them perform better in their

target language.

3. Identification of the causes of the problem. As per observation in the classroom as a

foreign language instructor and as a trainer training other instructors, one of the factors

contributing to a students higher academic performance is motivation. Similarly, lower

motivation level can be identified as a contributing factor to poor academic performance.

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4. Identification of the desired performance outcome. After learning about academic

motivation through stress and time management, our students will be able to achieve the new

standard of graduation that is 2+/2+/2.

5. Identification of the expectations of the training as related to the outcome. After

going through the training regarding academic motivation through stress and time management,

the students will not only be able to successfully manage the challenges that pull them back from

performing optimally, but they will also become much better metacognitive learners.

Other Identified Issues

One of the services the Student Learning Services at the DLIFLC provides to the students

is academic counseling. Through academic counseling students get help and advice regarding the

challenges they face in their Target Language studies. However, the limitation of the academic

counseling service is that the students have to make an appointment with the advisor during a

particular time in order to avail themselves of this service.

Through various just-in-time and online courses that can serve as an alternative to

academic counseling, students will have the convenience of taking these courses whenever they

have time and wherever they feel comfortable. Creating this course will be a step towards this

alternative to academic counseling.

Summary of the Needs Assessment

DLIFLC is planning to raise the graduation standard of the students to 2+/2+/2 whereas

the current graduation standard is 2/2/1+. Despite the plans to raise the standard form 2/2/1+ to

2+/2+/2, still students struggle to achieve the 2/2/1+ goal, as shown by low performance on their

DLPTs (Defense Language Proficiency Tests) and OPIs (Oral Proficiency Tests).
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Currently, before the students start learning their Target Language at the Defense

Language Institute, they are provided a one-week course in Introduction to Language Studies and

follow-up online courses. This is done in order to help them become more metacognitive learners

and therefore help them perform better in their target language.

As per observation in the classroom as a foreign language instructor and as a trainer

training other instructors, one of the factors contributing to a students higher academic

performance is motivation. Similarly, lower motivation level can be identified as a contributing

factor to poor academic performance.

After learning about academic motivation through stress and time management, our

students will be able to achieve the new standard of graduation that is 2+/2+/2.

It is expected that after going through the training regarding academic motivation through

stress and time management, the students will not only be able to successfully manage the

challenges that pull them back from performing optimally, but they will also become much better

metacognitive learners.

Learner Analysis

DLIFLC provides language training in more than a dozen of languages and dialects to

service members from all the four services of the US military that is Army, Navy, Air Force and

Marine. These service members range from approximately 18 to 40 years in age.

Before arriving at the DLIFLC the service members get assigned to languages from four

different categories. Where language courses in Category I and II are 36 week long, Category III

are 48, and Category IV are 63 week long.

Most often these service members do not get the language of their choice. A big number

of them get assigned to a language which they have never heard of before. Most of them come
ACADEMIC MOTIVATION 9

with no prior experience of foreign language learning and studying in a high pressure academic

environment.

Academically these service members come from a diverse background such as high-

school students, undergraduate and graduate students etc.

Context Analysis

Each student in DLIFLC is equipped with a laptop computer and an iPad with 24-hour

access to the Internet.

The technology-based training and self-instruction delivery methods will be employed for

this course. Students will be learning in an asynchronous e-learning environment.

The course will be designed using an authoring tool called Lectora. The content of the

course will consist of various instructional media such as videos, images, texts etc.

The duration of the course Academic Motivation through Stress and Time Management

will be approximately 60 minutes. The students will have access to this course through a link by

logging on to Sakai using their log-in credentials. Sakai is the Learning Management System

used in DLIFLC.

Content Analysis

The purpose of this course will be to address stress and time management challenges that

affect students motivation at the DLIFLC during their target language training. The course will

provide an understanding of the causes and effects of stress on a students daily life. It will also

introduce students to methods for enhancing a positive lifestyle and for reducing stress through a

variety of relaxation, self-regulation, and stress management strategies. Time management is also

introduced to provide students with strategies to help them fulfill their responsibilities as students

and minimize their stress levels. By educating the students about stress and time management
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and introducing them to methods and strategies for managing them, it is expected to have

positive influence on their academic motivation and success.

This course will cover the following topics:

1. Understanding Stress

2. Causes of stress for the DLIFLC students

3. Stress Management Strategies

4. Time Management Strategies

Design

Literature Review

The article, A Structural Model of Stress, Motivation, and Academic Performance in

Medical Students (Park, Chung, An, Park, Lee, Kim, Lee, & Kim, 2012) is very informative and

related to the goal and objectives of this course. The purpose of the study in this article was 1) to

identify factors that may influence academic stress in medical students and 2) to investigate the

causal relationships among these variables with path analysis.

Psychological parameters were assessed with the Medical Stress Scale, Minnesota

Multiphasic Personality Inventory, Hamilton Depression Scale, Beck Depression Inventory, and

Academic Motivation Scale. Linear regression and path analysis were used to examine the

relationships among variables.

Significant correlations were noted between several factors and Medical Stress scores. A

path analysis model indicated that stress, motivation, and academic performance formed a

triangular feedback loop. Moreover, depression was associated with both stress and motivation,

and personality was associated with motivation.

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The study indicated that actions that promote motivation benefit from interventions

against stress and depression. Moreover, stress management increases motivation in students.

Therefore, strategies designed to reduce academic pressures in students should consider these

factors.

Learning Objectives

The objectives below either belong to the cognitive or affective domain of learning. The

objectives that belong to the cognitive domain of learning require memorization of certain

information. The objectives in the affective domain of learning require a change of attitude in the

learner.

Terminal objective. The DLIFLC Basic Course students will be able to effectively

manage stress and time using prescribed strategies to stay academically motivated and

successful.

Enabling objectives. Following are the enabling objectives for this course:

1. From memory, students will be able to explain stress as per the information

provided in a video.

2. Given a worksheet, students will be able to identify common stressors that

contribute to their level of stress.

3. Given a worksheet and based on the identified stressors, students will be able to

assess their risk of experiencing negative physical or mental effects of stress.

4. From memory, students will be able to state activities that help reduce stress as

per the information provided.

5. Given a worksheet, students will be able to identify the best practices that help

with effective time management.

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Test Instruments

The formative assessment strategy will be to assess the learners knowledge and

understanding through interactive multiple choice questions. The feedback for right or wrong

answers of these questions will be provided instantly. Besides this, as a strategy for summative

assessment students will have to work and complete a worksheet as they progress through the

course. This worksheet will be used as a reference throughout their target language course to

modify their stress and time management strategies. The students mentor from the target

language teaching team will also refer to this worksheet for giving feedback during monthly

academic counseling. The worksheet will consist of Likert-scale questions, reflection on

learning sections, comparison charts, check mark lists, and open-ended questions.

Delivery System and Media Decisions

Each student in DLIFLC is equipped with a laptop computer and an iPad with 24-hour

access to the Internet.

Technology-based training and self-instruction delivery methods will be employed for

this course. Students will be learning in an asynchronous e-learning environment.

The course will be designed using an authoring tool called Lectora. The content of the

course will consist of various instructional media such as videos, images, texts etc.

The duration of the course will be approximately 60 minutes. The students will have

access to this course through a link by logging on to Sakai using their log-in credentials. Sakai is

the Learning Management System used in DLIFLC.

The reason behind choosing an asynchronous mode of delivery for this instructional

course is the busy schedule of the students. This mode of instructional delivery will provide them

with the flexibility and convenience in taking and completing this course anywhere and anytime.
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Instructional Strategies and Activities

This instructional course will be based on Robert Gagnes Nine Steps of Instruction. Each

topic will begin with an introduction to the objectives. Next information will be presented using

different media. After introducing information, students performance will be elicited through

knowledge check activities with instant feedback. Finally students production is assessed

through reflection activities.

Agenda. The agenda for this course is listed below:

1. Welcome page

a. Students enter their names for the certificate to be received after

completing the course

2. Technical instructions (on how to navigate and complete the course)

a. Students read the instructions to become familiar to the navigational

functions of the course

3. Terminal Objective

a. Students read the primary objective of the course

b. Students click on a link to download a worksheet to be completed during

the course

4. Topic 1: Understanding Stress

a. Students watch a YouTube video about understanding stress

b. Comprehension check activity

5. Topic 2: Causes of stress for the DLIFLC students

a. Students read and learn about a list of common stressors for the DLIFLC

students
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b. Students work on a worksheet activity

6. Topic 3: Stress Management Strategies

a. Students watch a YouTube video about Stress Management Strategies

b. Students read and learn about different Stress Management Strategies in

detail

c. Students work on worksheet activities

7. Topic 4: Time Management Strategies

a. Students watch a YouTube video about Time Management

b. Students work on a worksheet activity

8. Topic 5: Resources

a. Students are provided with links to some Stress Management, Anxiety

Management, and Time Management Resources

9. Course Evaluation: Feedback Survey

Development and Implementation

List of Major Deliverables

An authoring tool known as Lectora will be used to develop this course. An

asynchronous e-learning mode of instructional delivery will be implemented. This course will

reside on Sakai. Sakai is the LMS used in DLI. Students will be required to use their Sakai

credentials to login and complete the course.

Following are the major deliverables for different sections and topics of the course:

1. Technical Instructions

a. Script

b. Audio Vignette
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2. Introduction

a. Script

b. Audio Vignette

c. Worksheet Activity

d. Questions for Quiz

3. Understanding Stress

a. Script

b. Audio Vignette

c. Video

d. Questions for Quiz

e. Images

4. Causes of Stress for the DLIFLC Students

a. Script

b. Audio Vignettes

c. Images

d. Worksheet Activity

5. Stress Management Strategies

a. Script

b. Audio Vignettes

c. Images

d. Video

e. Worksheet Activities

6. Time Management Strategies

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a. Script

b. Audio Vignette

c. Images

d. Video

e. Worksheet activity

7. Resources

a. Script

b. Images

Development Plan

The course will require at least one hour of instruction depending on the pace and depth

of reflection the student puts in. The approximate time required to develop this one hour course

is broken down into the following phases:

Phase 1: Writing Scripts and creating worksheet activities

The time required for the completion of this phase is approximated at 2 to 3 weeks

maximum.

Phase 2: Recording Audios

This phase is considered to be the most time consuming of all. This phase requires the

availability of recording studio. The time required for the completion of this phase is

approximated at a minimum of 4 weeks.

Phase 3: Adaptation of Videos and Images

This phase will require an approximated time of 1 to 2 weeks.

Contingency planning. There is a contingency in delivering this course through Sakai.

Sometimes it happens that the server for Sakai is down for maintenance due to which the
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students will not be able to access the course online. The possible solution for such kind of

problem is to make available a copy of the folder containing all the files for this e-learning

course on the local share folder of the DLI Local Educational Network.

Implementation Plan

No instructor is required for this course since it is an asynchronous or self-instructional e-

learning course. However, it is extremely important to make sure that the delivery system for this

course is working and expect the challenges and contingencies that may arise. It will be the

responsibility of the technical staff to rise up to these challenges and contingencies.

Evaluation

Formative Evaluation

For formative evaluation of the course, the results of the formative assessments of the

students throughout the course will be utilized to make any changes and/or improvements in the

instruction provided in the course. The results of formative assessment and feedback survey of

the students from the first iteration of the course will be analyzed by a designated group of

individuals at the Student Learning Services in DLI as soon as they are received. After the first

iteration of the course these results and feedback will be analyzed on quarterly basis (every 3

months).

Summative Evaluation

For summative evaluation a survey will be provided to the students at the end of the

course. The feedback received form this survey will be utilized to improve the course. The

feedback from this survey will be analyzed by a designated group of individuals biannually.
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References

Piskurich, G. M. (2015). Rapid Instructional Design Learning ID Fast and Right (3rd ed.).

Hoboken, NJ: John Wiley & Sons, Inc.

Park, J., Chung, S., An, H., Park, S., Lee, C., Kim, S. Y., Lee, J.D., & Kim, K.S. (2012). A

Structural Model of Stress, Motivation, and Academic Performance in Medical Students.

Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3372561/

ACADEMIC MOTIVATION 19

Appendices

Appendix A

Introduction to Language Studies (ILS) Instructor Survey

The following question is taken from the survey that the instructors of the ILS Course

take to provide their feedback in order to improve the ILS Course.

The responses received from this survey were analyzed for the purpose of the needs

analysis for this course.

Question

What other module(s) do you think should be part of the ILS program in order to prepare our

students for their target language studies?

Total responses = 65

Critical thinking (8 responses, 12.3%)

Study skills (12 responses, 18.4%)

English grammar (7 responses, 10.8)

Time/Stress management (38 responses, 58%)

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Appendix B

Formative Assessment Questions

Following are some sample questions that will be part of the Formative Assessment of

the students.

Questions

1. What is stress?

a. Any physical or mental demand that is placed on our body.

b. Reaction and response to any kind of change.

c. A perceived threat to our well-being.

d. Typically seen as harmful and unpleasant, yet may be beneficial.

e. All of the above

2. Always looking at the gloomy side and being pessimist is the best explanation for:

a. Personal tragedy

b. Negative perception habits

c. Work problems

d. Negative coping patterns

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Appendix C

Summative Evaluation Survey Questions

1. On a scale of 1 to 5, rate the usefulness of the learning you gained from this course

Not useful Very useful

1 2 3 4 5

2. On a scale of 1 to 5 rate the difficulty level of the material of this course.

Not difficult Very difficult

1 2 3 4 5

3. On a scale of 1 to 5 rate the user-friendliness of the navigational features of this course.

Not friendly Very friendly

1 2 3 4 5