scholarly journals The peer teachers’ perception of intrinsic motivation and rewards

2021 ◽  
Vol 45 (4) ◽  
pp. 758-768
Author(s):  
Daniel Engels ◽  
Corinna Haupt ◽  
Daniela Kugelmann ◽  
Kathrin Dethleffsen
Keyword(s):  
Intrinsic Motivation ◽  
Teaching Experience ◽  
Peer Assisted Learning ◽  
Educational Method ◽  
Academic Teaching ◽  
Academic Level ◽  
Teaching Situation ◽  
Peer Teachers ◽  
Further Development

Peer-assisted learning (PAL) is an educational method commonly applied in academic teaching. It is characterized by the interplay between peer teachers and learners who are at a similar academic level. Although it has been shown that peer teachers benefit from participating in PAL, little is known about their perception of motivation and rewards. Here we designed a questionnaire and measured the perception of intrinsic motivation and rewards of peer teachers from three different PAL programs. Overall, peer teachers were highly intrinsically motivated. The reward category Supporting Others was appreciated the most, followed by the reward categories Self-Improvement, Feedback, and Financial. The perception of rewards reflected the features of the three PAL programs. For example, the item “learning the teaching matter themselves” was most valued by peer teachers who were enrolled in a PAL program that deployed their peer teachers primarily to convey knowledge. In contrast, “actively shaping the teaching situation” was appreciated most by peer teachers of the PAL program that enables their peer teachers to conceive their teaching sessions independently. These findings go toward recommendations of the implementation and further development of PAL programs. If PAL programs clearly define their features and aims, they could specifically attract (and select) peer teachers and meet their needs as well as expectations, providing opportunities to gain knowledge and teaching experience. Ultimately, these PAL programs could better support the learners.

Intrinsic and internalized modes of teaching motivation

2014 ◽  
Vol 2 (1) ◽  
pp. 6-27 ◽  
Author(s):  
Uwe Wilkesmann ◽  
Christian J. Schmid
Keyword(s):  
Higher Education ◽  
Intrinsic Motivation ◽  
Public Management ◽  
New Public Management ◽  
Higher Education Institutions ◽  
Multivariate Regression Analysis ◽  
Content Type ◽  
Academic Teaching ◽  
Teaching Motivation ◽  
Selective Incentives

Purpose – The introduction of New Public Management in the German system of higher education raises issues of the academics’ motivation to do research and to teach. The purpose of this paper is to present evidence-based findings about contextual factors which influence intrinsic and related modes of internalized teaching motivation in German higher education institutions. The paper discusses parallels between internalized forms of motivation and public service motivation (PSM). In accordance with self-determination theory (SDT), the paper empirically tests factors which correlate with autonomous motivation to teach. The paper also addresses the issue of the crowding effect of intrinsic motivation by selective incentives. Design/methodology/approach – The analyses are based on the data of two online surveys among German professors (n=2,061) representative for the population of state-governed universities. To test the theory-driven hypotheses the paper used multivariate regression analysis. Findings – The results support the basic claims of the SDT that intrinsic teaching motivation is facilitated by social relatedness, competence, and partly by autonomy for German professors, too. If teaching is managed by objective agreements intrinsic motivation is significantly decreased. Originality/value – The authors translated, reformulated, and applied the SDT framework to academic teaching. The analysis presents evidence that the management of autonomy-supportive work environmental factors is also superior to selective incentives in higher education institutions. The study on academic teaching motivation is a specific contribution to PSM research. Academic teaching in public higher education institutions is a service to the public.

scholarly journals Planning peer assisted learning (PAL) activities in clinical schools

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Health Professional ◽  
Curriculum Design ◽  
Professional Education ◽  
Relevant Literature ◽  
Willingness To Participate ◽  
Peer Assisted Learning ◽  
Educational Method ◽  
Professional Students ◽  
Collective Experience ◽  
The Individual

AbstractPeer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. However, the success of PAL activities is dependent upon two key factors: the “agency” of the individual students, that is, their willingness to participate; and importantly, the “affordance” of the activity, that is, the invitational quality provided by the clinical school. The purpose of this paper is to assist healthcare educators and administrators responsible for curriculum design, course co-ordination, and educational research, in developing their own PAL activities. Health professional students and junior health professionals leading or participating in PAL activities may also find the paper useful. Based on the authors’ collective experience, and relevant literature, we provide practical tips for the design, implementation and evaluation of PAL activities.

scholarly journals Efficacy of Peer-Assisted Learning Across Residencies for Procedural Training in Dermatology

2011 ◽  
Vol 3 (3) ◽  
pp. 391-394 ◽  
Author(s):  
Alisa Duran-Nelson ◽  
Karyn D Baum ◽  
Anne Marie Weber-Main ◽  
Jeremiah Menk
Keyword(s):  
Internal Medicine ◽  
Primary Care Providers ◽  
Care Providers ◽  
Peer Assisted Learning ◽  
Skill Levels ◽  
Educational Value ◽  
Sum Score ◽  
Care Models ◽  
Assessment Techniques ◽  
Peer Teachers

Abstract Background With new care models such as the medical home, there is an expanding need for primary care providers to be trained in dermatologic procedures. Yet, many internal medicine residency program graduates feel unprepared to perform these procedures. The aim of this study was to evaluate the effect of a structured peer-assisted learning approach to improve residents' knowledge and skills related to common dermatologic assessment techniques. Methods Eight medicine-dermatology resident educators, with a faculty member, facilitated dermatologic procedure workshops for 28 internal medicine and medicine-pediatrics resident learners. Learners completed preworkshop and postworkshop surveys, assessing their knowledge and skill levels as well as the efficacy of the resident educators and the educational value of the workshop as a whole. Results All learners were able to properly demonstrate the techniques at the workshop's conclusion. The median sum score of self-reported knowledge increased from 3 to 9.5 (scale, 0–10; P < .001). The median sum score of self-reported skills increased from 10 to 16 (scale, 4–20; P < .001). Resident educators were favorably evaluated by their peers, and 96% of participants rated the experience as being of high educational value. Conclusion Peer-assisted learning is effective in teaching dermatologic procedures in graduate medical education. Resident learners found peer-assisted learning to be beneficial and rated their peer teachers highly. Further studies should focus on outcomes in practice, looking at the number of dermatologic procedures performed by learners, as well as the effects on resident educators.

scholarly journals Peer-Assisted Learning: A New Look at the Good Old Monitoring and Its Motivation from the Perspective of Student-Monitor

2020 ◽  
Vol 8 (4) ◽  
pp. 27
Author(s):  
Fernando Henrique Dias Morais ◽  
Júlio César André ◽  
Emerson Roberto dos Santos ◽  
Thaís Santana Gastardelo Bizotto ◽  
Sérgio Luís Aparecido Brienze ◽  
...  
Keyword(s):  
Medical Schools ◽  
Academic Life ◽  
Peer Assisted Learning ◽  
The Real ◽  
Pedagogical Skills ◽  
Potential Benefits ◽  
Teaching Learning ◽  
Peer Teachers ◽  
Positive Effect ◽  
Structured Questionnaire

Peer-assisted learning (PAL), good old monitoring, has been used in medical schools and shown good results in professional development and in developing communication skills among students. This method provides mutual benefits for both monitors/near-peer teachers - NPT and monitored students; however, little is still known about the NPT’ perception about peer-assisted learning. To evaluate the real motivation of students to become NPT, and to investigate how NPT qualify their own teaching activities – such as productivity, performance and difficulties faced – seems to be a crucial step for implementing PAL in medical schools. The research instrument, a semi-structured questionnaire with 11 closed questions and 3 questions that allowed the answer “other” and further explanation, was answered by 26 medical students, NPT of basic disciplines. The results showed a positive effect of PAL on the teaching-learning process, and the real reasons of students to become NPT and the positive impacts of PAL on their academic life. The identification of these potential benefits should encourage medical schools to promote training so students can perform their role as NPT since PAL aids in the development of their clinical and pedagogical skills.

scholarly journals Science, Business, and Policy: A long-term reflection on multidisciplinary work-based learning in a master’s track for societal integration of Science

2021 ◽  
Vol 8 (2) ◽  
pp. 119-164
Author(s):  
Saskia Grooters ◽  
Emma Zaal ◽  
Menno Gerkema
Keyword(s):  
Research University ◽  
Bologna Process ◽  
Academic Learning ◽  
Project Approach ◽  
Educational Method ◽  
Academic Level ◽  
One Year ◽  
The One ◽  
The University ◽  
The Bologna Process

A strong theoretical approach with a specific focus on disciplinary research characterizes the common science master’s education in the Netherlands. However, a work-based learning (WBL) approach may as well be expedient and suitable for science education at master’s level. In this paper, a case study is presented of a WBL-program designed for an academic setting: the one year Science, Business and Policy (SBP) master’s track, offered at the Faculty of Science and Engineering of the University of Groningen. The paper describes the design and curriculum of the track, including its underlying theoretical framework, courses, multidisciplinary projects and work placements. Based on the SBP-track’s design we identified six possible indicators of a successful elaboration of an academic WBL-program: the SBP-track 1) is designed in response to the Bologna process; 2) is offered fully within the curriculum of a master’s program of a research university; 3) requires a sufficient academic level and disciplinary knowledge at entrée; 4) follows an educational project approach; 5) focuses on the integration and implementation of knowledge, and; 6) applies learning objectives that are specifically formulated to match the WBL educational method. A directed content analysis of SBP work placements revealed an increase in the number of SBP-students between 2003 and 2019, with an overrepresentation of life science students, as well as a large variety of real-case problems addressed for both business and policy organisations diverse in sector, size and region. Students’ grades showed a positive correlation between the initial theoretical preparation and the report made during the work placement. In conclusion, the societal interpretation of the Bologna process has been implemented successfully with SBP, by combining academic learning with gaining professional experience using a WBL-approach. Received: 03 December 2020Accepted: 09 April 2021

scholarly journals Factors in Sustained Compliance to a Symptom-Reporting Mobile Application: Implications for Clinical Implementation

2018 ◽  
Vol 4 (Supplement 2) ◽  
pp. 111s-111s
Author(s):  
W. Bacorro ◽  
S.A. Balid-Attwell ◽  
P. Sogono ◽  
C.J. Escuadra ◽  
C. Reyes-Gibby ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Usual Care ◽  
Pain Control ◽  
Pearson Correlation ◽  
Assessment System ◽  
Symptom Reporting ◽  
Control Group ◽  
Factors Influencing ◽  
Edmonton Symptom Assessment Scale ◽  
Further Development

Background: The Internet-based Computerized Patient Assessment System (iComPAsS), a remote pain- and symptom-reporting application was developed to optimize pain monitoring and management. This subanalysis sought to examine factors influencing compliance, to gauge the sustainability of its effects and to guide further development and implementation as part of usual care. Aim: This analysis sought to examine factors influencing compliance, to gauge the sustainability of its effects and to guide further development and implementation as part of usual care. Methods: Patients ≥ 18 years old, with cancer and moderate-severe pain were randomized to standard pain management with pain diary or iComPAsS. Pain and symptom severity (using Edmonton Symptom Assessment Scale) and compliance (to iComPAsS or diary) were evaluated at week 0, 3, 6, 12 and 20. The Treatment Self-regulation Questionnaire (TSRQ), used to assess patient motivation, was administered at week 0, 6, 12 and 20. Pain levels and compliance were compared between the groups using the Student t-test. The Pearson correlation coefficient was used to examine the relationship between compliance and pain control, perceived competence in pain self-care, and relative autonomy index. Results: Out of 100 patients enrolled, 76 were included in the analysis (control; 37; iComPAsS, 39). Baseline pain levels and TSRQ characteristics were similar between the groups. Initial compliance and pain control at week 3 were significantly higher in the iComPAsS group. For the iCompAsS group, compliance directly correlated with uncontrolled pain and intrinsic motivation, and was more sustained compared with the control group. Conclusion: The iComPAsS elicited rapid uptake and sustained compliance through intrinsic motivation. When adopting the iComPAsS for clinical use, patient baseline motivation levels may be assessed using the TSRQ, and depressive symptoms and other barriers to engagement must be identified.

scholarly journals A Cooperation Project Between the State University of Ghent and the University of Nairobi on the Law of the Sea, Ocean Management and Marine Policy

Afrika Focus ◽  
1991 ◽  
Vol 7 (1) ◽  
pp. 3-14
Author(s):  
Eddy Somers
Keyword(s):  
Law Of The Sea ◽  
Marine Policy ◽  
General Description ◽  
State University ◽  
Cooperation Project ◽  
Academic Level ◽  
Ocean Management ◽  
The Law ◽  
The University ◽  
Further Development

This contribution gives an idea of the necessity of cooperation in the field of the law of the sea, ocean management and marine policy towards East Africa. It is demonstrated through a substantial analysis of the development of the law of the sea that such a cooperation on an academic level can be a valuable means for further development in these fields for Third World States. A general description of a present cooperation project with Kenya is given as an example of this kind of approach.

scholarly journals The Impact of Level of Education, Teaching Experience and Gender on Professionalism and Performance: The Case Study of Universitas Muhammadiyah Palembang’s Academic Teaching Staffs

2019 ◽  
Vol 9 (1) ◽  
pp. 99
Author(s):  
Muhammad Idris ◽  
R. A. Lindrayeni
Keyword(s):  
Teaching Experience ◽  
Doctoral Degree ◽  
Education Level ◽  
Least Square ◽  
Study Program ◽  
Academic Teaching ◽  
And Performance ◽  
And Gender ◽  
The University ◽  
The Impact

This study investigates the impact of education level, teaching experience and gender on professionalism and performance of academic teaching staffs at the University of Muhammadiyah Palembang. In 2017, there are 431 academic teaching staffs across seven faculties and one graduate study program as the population study and the sample size is 355 respondents. This study uses survey research method to collect the data using closed-ended questionnairre. Professionalism is measured using the sertification status and the performance is measured using the number of publication during the last three years. Education level is measured using the degree qualification such as master degree, doctoral degree and professorship. Teaching experience is measured using the length of teaching experience and the gender is measured as sex status such as male and female academic teaching staffs. The data is analysed using ordinary least square (OLS). The result shows that there is a significant impact of education level, teaching experience and gender on professionalism and performance of academic teaching staffs.

Applications of Simulation and Demo in High Frequency Electronic Circuit

2013 ◽  
Vol 427-429 ◽  
pp. 450-454
Author(s):  
Qi Yao Tan
Keyword(s):  
High Frequency ◽  
Theoretical Basis ◽  
Electronic Circuit ◽  
Theoretical Foundation ◽  
Case Analysis ◽  
Teaching Experience ◽  
Resonant Circuit ◽  
Teaching Situation ◽  
Effect Model ◽  
The Rich

This paper was based on the rich theoretical foundation and practical teaching experience, and focused on current teaching situation of high frequency electronic circuit and the cognition of simulation and demo, then it had the positive analysis on the superiority of simulation and demo in high frequency electronic circuit, and it also got the teaching case analysis on simulation and demo of parallel resonant circuit in the high frequency electronic circuit. Through establishment and verification of teaching effect model of high frequency electronic circuit, it can obtain that the teaching presents the advantage of positive feedback through the simulation and demo, and it also can provide new theoretical basis and path of exploration for the teaching research in this field.

scholarly journals LEVEL OF TEACHERS’ CONCERNS IN THE IMPLEMENTATION OF CEFR (THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES)

2019 ◽  
pp. 39-50
Author(s):  
Siaw Ling Kee ◽  
Zanaton Hj Iksan
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
English Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Stages Of Concern Questionnaire ◽  
Academic Level ◽  
Significant Difference ◽  
The Common ◽  
Teachers Attitudes

The Common European of Framework Reference (CEFR) is a standardized measurement recognized by western countries to evaluate English proficiency. Unsatisfactory English level among student should be elevated. Hence, CEFR is being implemented simultaneously throughout Malaysia since 2017 for Year one and Year two students. Each English teacher must be prepared to accept any change in order to manage the changes efficiently and effectively as they are the "implementing group" to commence the change. This study was conducted to examine the level of English language teachers' attitudes towards the implementation of CEFR in Bangsar Pudu, Federal Territory of Kuala Lumpur by using survey research. This study adopted the Concern Based Adoptance Model (CBAM) as a theoretical framework. The data were collected from 205 English teachers from 101 schools using questionnaires on Stages of Concern Questionnaire (SoCQ) based on the CBAM model. Through ANOVA One-way analysis, there was a significant difference between teacher concerns in the teaching experience more than 30 years in CEFR compared to other teachers. However, there is no significant difference in the academic level of English teachers. The findings of this study are believed to help the Ministry of Education to identify and improve the implementation of CEFR curriculum.

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