| Since incorporating appropriate motivational strategies are essential for the completion of online or blended learning solutions, information regarding the appropriateness of expanding instructional designers' acceptance and employment of motivational strategies from other fields may prove crucial. In this study, an ex post facto online course deployment is studied through the framework of two motivational theories, social capital and social accounts. The methodological approach is non-experimental and uses archival data. Through two research questions and chi2 tests of independence and goodness of fit, the between-group difference and relationship that social capital and social accounts theory have on the completion rates of learners in an online course for organizational change is investigated. The data suggest a relationship between the uses of these motivational strategies, typically associated with fields other than instructional design, as valid motivational strategies in instructional design. The investigation broadens the acceptable motivational strategies that instructional designers can implement when designing online and blended solutions, particularly those that address organizational change. |
