A Longitudinal Study on the Mediation Effect of Intrinsic and Extrinsic Motivation on the Relationship Between Learner-Centered Teaching and Learning Strategies

2021 ◽  
Vol 59 (2) ◽  
pp. 1-39
Author(s):  
Hee Sun Chang
Keyword(s):  
Longitudinal Study ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Extrinsic Motivation ◽  
Mediation Effect ◽  
Learner Centered ◽  
Intrinsic And Extrinsic Motivation ◽  
Teaching And Learning Strategies ◽  
The Relationship

RELATIONSHIP BETWEEN LEARNING STRATEGIES AND MOTIVATION OF DISTANCE LEARNERS

2021 ◽  
Vol 9 (3) ◽  
pp. 617-625
Author(s):  
Hamid Ikram ◽  
Shahnaz Perveen ◽  
Hafsa Javed
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Extrinsic Motivation ◽  
Research Work ◽  
Male Students ◽  
Distance Learners ◽  
Intrinsic And Extrinsic Motivation ◽  
University Level ◽  
The University ◽  
The Relationship

Purpose of the study: The study aimed to discover the learning strategies of distance learners and their relationship with their intrinsic and extrinsic motivation. Methodology: The study followed a quantitative correlational research design. The study sample comprised 550 female and male students enrolled as distance learners at the university level. The tool of learning strategies MSLQ was adopted from Pintrich et al. (1991) and the scale of intrinsic and extrinsic motivation was adopted from Lepper et al. (2005). The data were analyzed through descriptive and inferential statistical techniques. Main Findings: The findings of the inquiry concluded that the learning strategies of distance learners were directly associated with both intrinsic and extrinsic motivations. Applications of this study: This study is applicable to assess the intrinsic and extrinsic motivation of distance learners enrolled at the university level. Moreover, this study is helpful to understand the relationship between the motivation of learners and their learning styles. Novelty/Originality of this study: Much of the research work has been done in the mainstream education sector, but there is a shortage of empirical data on the relationship between the learning styles of distance learners and their motivation. Thus, this research could be a torchbearer in this area.

scholarly journals Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

Open Praxis ◽  
2017 ◽  
Vol 9 (3) ◽  
pp. 267 ◽  
Author(s):  
Kelsey L. O'Brien ◽  
Michele Forte ◽  
Thomas P. Mackey ◽  
Trudi E. Jacobson
Keyword(s):  
New York ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Digital Information ◽  
State University ◽  
Learning Collaborative ◽  
Learner Centered ◽  
Teaching And Learning Strategies ◽  
Media Environments

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a lens for applied teaching and learning strategies in the development of a cMOOC and two xMOOCs. The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy.

Students’ Questioning and Creativity

2011 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Patrícia Albergaria Almeida ◽  
José Joaquim Teixeira-Dias ◽  
Jorge Medina
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Order ◽  
Teaching And Learning Strategies ◽  
The University ◽  
The Relationship

University students must develop several higher-order skills along their higher education route. One of these fundamental skills is creativity. The practice of questioning is one of the modes to enhance creativity. In this paper, the authors illustrate how students’ approaches to creativity can be linked to the types of questions they ask in Higher Education. Several teaching and learning strategies were implemented in a geology course and a chemistry course, at the University of Aveiro, Portugal, as a way of promoting students’ questioning competence. The relationship between the kinds of questions asked and the students’ approaches to creativity is analysed and discussed.

scholarly journals The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation

2016 ◽  
Vol 5 (3) ◽  
pp. 272
Author(s):  
Farnaz Mehdipour Maralani
Keyword(s):  
Intrinsic Motivation ◽  
Learning Strategies ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Regulation ◽  
Educational Environment ◽  
Intrinsic And Extrinsic Motivation ◽  
Education Environment ◽  
The Relationship

<p>This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal’s creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.</p>

Students’ Questioning and Creativity

2013 ◽  
pp. 140-152
Author(s):  
Patrícia Albergaria Almeida ◽  
José Joaquim Teixeira-Dias ◽  
Jorge Medina
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Order ◽  
Teaching And Learning Strategies ◽  
The University ◽  
The Relationship

University students must develop several higher-order skills along their higher education route. One of these fundamental skills is creativity. The practice of questioning is one of the modes to enhance creativity. In this paper, the authors illustrate how students’ approaches to creativity can be linked to the types of questions they ask in Higher Education. Several teaching and learning strategies were implemented in a geology course and a chemistry course, at the University of Aveiro, Portugal, as a way of promoting students’ questioning competence. The relationship between the kinds of questions asked and the students’ approaches to creativity is analysed and discussed.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

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