Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum

2019 ◽  
pp. 96-115
Author(s):  
Shari J. Metcalf ◽  
Jason A. Chen ◽  
Amy M. Kamarainen ◽  
Kim M. Frumin ◽  
Trisha L. Vickrey ◽  
...  
Keyword(s):  
Student Motivation ◽  
Science Curriculum ◽  
New Technology ◽  
Value Added ◽  
Self Directed Learning ◽  
Novelty Effect ◽  
Ecosystem Science ◽  
Directed Learning ◽  
Meaningful Engagement ◽  
Over Time

One issue involved in incorporating any new technology in science education is the concern that the value added is primarily due to the novelty effect. The authors address this concern by evaluating student motivation during a two-week, multi-user virtual environment (MUVE)-based curriculum for middle school ecosystems science. Analysis of multiple surveys at the beginning, middle, and end of the curriculum revealed that students continued to find the activity engaging from beginning to end, but differed in what specifically engaged them. Further, students' beliefs about EcoMUVE's utility in helping them learn science increased significantly. This transition is attributable to the curriculum's design, which supports internally controlled motivators: autonomy (choice), competence, and connectedness. Specifically, over time EcoMUVE provides opportunities for sustained, meaningful engagement, through self-directed learning, inquiry-based activities, and collaboration with a team.

Facilitating the Self-Directed Learning Efforts of Professional Meteorologists

2018 ◽  
Vol 99 (12) ◽  
pp. 2519-2527 ◽  
Author(s):  
Daphne S. LaDue ◽  
Ariel E. Cohen
Keyword(s):  
Professional Practice ◽  
Formal Education ◽  
The Self ◽  
Learning Needs ◽  
Self Directed Learning ◽  
Climate Forecasting ◽  
Weather And Climate ◽  
Two Factors ◽  
Directed Learning ◽  
Over Time

AbstractProfessional meteorologists gain a great deal of knowledge through formal education, but two factors require ongoing learning throughout a career: professionals must apply their learning to the specific subdiscipline they practice, and the knowledge and technology they rely on becomes outdated over time. It is thus inherent in professional practice that much of the learning is more or less self-directed. While these principles apply to any aspect of meteorology, this paper applies concepts to weather and climate forecasting, for which a range of resources, from many to few, for learning exist. No matter what the subdiscipline, the responsibility for identifying and pursuing opportunities for professional, lifelong learning falls to the members of the subdiscipline. Thus, it is critical that meteorologists periodically assess their ongoing learning needs and develop the ability to reflectively practice. The construct of self-directed learning and how it has been implemented in similar professions provide visions for how individual meteorologists can pursue—and how the profession can facilitate—the ongoing, self-directed learning efforts of meteorologists.

scholarly journals Student Motivation in Response to Problem-based Learning

2017 ◽  
Vol 10 ◽  
pp. 175-188 ◽  
Author(s):  
Sherry Fukuzawa ◽  
Cleo Boyd ◽  
Joel Cahn
Keyword(s):  
Subject Matter ◽  
Student Motivation ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Based Learning ◽  
Traditional Curriculum ◽  
Self Directed Learning ◽  
Self Reflection ◽  
Transferable Skills ◽  
Directed Learning

Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving and critical thinking.  Despite the extensive research on problem-based learning, an examination of variables that affect student engagement through the implementation of PBL is lacking (Savin-Baden, 2014; 2016).  Our research question examined student motivation during problem-based learning implementation in an undergraduate anthropology course (N = 49) with students with diverse subject matter experience and no previous exposure to active learning.  Student motivation was examined through surveys, peer-evaluations, and self-reflection exercises.  The results showed that student motivation was higher in students with more subject matter experience at the beginning of the course. During the course, motivation decreased in relation to subject matter experience, but by the end of the course the majority of students (76.7%) increased their motivation toward problem-based learning.  Based on their subject matter experience, we were surprised that a particular subset of students had low motivation at the end of the course (78%). We discuss some challenges of implementing problem-based learning in a traditional curriculum, and provide suggestions to successfully implement PBL for diverse student populations. 

scholarly journals INSTRUMEN KESEDIAAN PEMBELAJARAN TERARAH KENDIRI

2015 ◽  
Vol 3 (1) ◽  
pp. 77-110
Author(s):  
Khairul Azhar Mat Daud ◽  
Nik Zulkarnaen Khidzir ◽  
Hasyamuddin Othman
Keyword(s):  
Student Motivation ◽  
High Reliability ◽  
Self Control ◽  
Self Management ◽  
Pilot Test ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Cronbach Alpha ◽  
Directed Learning ◽  
Very High

AbstrakInstrumen kesediaan pembelajaran terarah kendiri (KPTK) adalah merupakan instrumen yangdibangunkan bagi mengukur tahap kesediaan pelajar untuk belajar secara terarah kendiri. InstrumenKPTK dibangunkan hasil daripada adaptasi intrumen ”self-directed learning readiness scale” (SDLRS)yang dibangunkan oleh Guglielmino (1977). Instrumen SDLRS ini diadaptasikan supaya penggunaaninstrumen yang akan dibangunkan dapat disesuaikan dengan iklim setempat dari pelbagai aspek yangsaling mempengaruhi dalam sistem pengajaran dan pembelajaran di Malaysia. Antara aspek yang salingmempengaruhi sistem pengajaran dan pembelajaran di Malaysia adalah seperti aspek pengurusan,pelaksanaan, sistem pembelajaran, kemudahan infrastruktur, motivasi pelajar, pencapaian dan tahapsosioekonomi pelajar. Pembangunan instrumen KPTK ini melalui lima fasa utama iaitu ; penterjemahan,pengesahan dari pakar bahasa, kajian rintis, analisis kebolehpercayaan dan akhirnya pembangunanformat instrumen. Melalui analisis yang dibuat, adalah didapati nilai kebolehpercayaan instrumen inisangat tinggi iaitu alpha cronbach, ? = 0.9204. Kesediaan pembelajaran terarah kendiri terbentuk daripadatiga konstruk utama iaitu Pengurusan kendiri (alpha cronbach,? = 0.8780), Keazaman untuk belajar (alphacronbach,? = 0.8634), dan kawalan kendiri (alpha cronbach,? = 0.8496). Abstract The instrument of Self-Directed Learning Readiness Scale (SDLRS) is an instrument developed tomeasure students’ readiness for self-directed learning. The SDLRS instrument was developed by adaptingthe original instrument which is established from Guglielminno (1977). The original SDLRS instrumentfrom Guglielmino (1977) has been adapted in order to mismatch its application with the local culture froma variety of aspects influencing the Malaysian education system. The particular aspects that influencethe Malaysian educational system is management, implementation, learning systems, infrastructure,student motivation, achievement and students socioeconomics. The development of SDLRS is through aproper process with five main phases namely; language expertise, pilot test, the analysis of reliability andfinally, the development of an instrument format. Through the analysis, it is found that the value of theseinstruments has a very high reliability of Cronbach alpha, ? = 0.9204. Self-directed learning readiness isformed by three constructs such as Self-Management (Cronbach alpha, ? = 0.8780), determination tolearn (Cronbach alpha, ? = 0.8634), and self-control (Cronbach alpha, ? = 0.8496).

Self-Directed Learning Online: An Opportunity to Binge

2021 ◽  
pp. 027347532098729
Author(s):  
Kathryn A. LaTour ◽  
Hayden N. Noel
Keyword(s):  
Online Education ◽  
Time Allocation ◽  
Course Design ◽  
Self Directed Learning ◽  
Online Classroom ◽  
Online Activity ◽  
Clickstream Data ◽  
Directed Learning ◽  
Course Material ◽  
Over Time

The online classroom is self-directed, where students decide when and how often they access their course material. Even in the traditional classroom, students have shown a propensity to shift their time allocation to the last minute, so it is not clear what happens when they have full control over their learning schedules. Our interest is whether this self-directed learning environment produces similar harmful binge behavior as observed with online television, where memory and satisfaction with the experience decrease over time. With access to clickstream data from an online e-educator, we found 62% of the sample binged their learning by concentrating their studies within the semester rather than distributing their online activity throughout. Two types of binge learning emerged as significant: Front-bingers, who accessed the majority of their education early, performed more similarly over time to those who spaced their learning activities. Back-bingers, who accessed the majority of their material late in the semester, did not perform as well. To help us better understand these findings, we used a relatively new measure of behavior called “clumpiness” to summarize their overall online activity. We discuss our findings and their implications for online education and marketing course design.

scholarly journals How does Online Formative Feedback Impact Student's Motivation and Self-Directed Learning Skills during the COVID-19 Pandemic?

2021 ◽  
Vol 11 (5) ◽  
pp. 11
Author(s):  
Le Thai Hung
Keyword(s):  
Blended Learning ◽  
Student Motivation ◽  
Formative Feedback ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Learning Skills ◽  
Directed Learning ◽  
Online Feedback ◽  
Assessment Activities ◽  
The Way

This research aims to prove the influences of online formative feedback on students' motivation and self-directed learning skills in the time of COVID-19. The questionnaire was sent to 645 students who have completed at least seven blended learning courses. They were asked to choose one class to describe the frequencies of assessment activities and their characteristics. The data was analyzed using SPSS and PLS software, showing that online feedback significantly positively impacts student motivation and self-directed learning skills, except for self-assessment. Therefore applying technology in assessment can be a good solution during the pandemic time. The research also implies that the effectiveness of online feedback depends on the way it performs. Thus, the faculties should develop strategies to confirm the assessment's validity and efficiency.   Received: 5 June 2021 / Accepted: 12 July 2021 / Published: 5 September 2021

Shifts in Student Motivation during Usage of a Multi-User Virtual Environment for Ecosystem Science

2014 ◽  
Vol 5 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Shari Metcalf ◽  
Jason Chen ◽  
Amy Kamarainen ◽  
Kim Frumin ◽  
Trisha Vickrey ◽  
...  
Keyword(s):  
Middle School ◽  
Science Education ◽  
Student Engagement ◽  
Virtual Environment ◽  
Student Motivation ◽  
Collaborative Inquiry ◽  
Value Added ◽  
Scientific Investigation ◽  
Lasting Effect ◽  
Ecosystem Science

In incorporating technology in science education, some have expressed concern that the value added by technology is primarily due to the novelty or excitement about using the devices, resulting in no lasting effect on student motivation or learning in science. This research addresses this concern through evaluation of student motivation during a two-week, multi-user virtual environment (MUVE)-based curriculum for middle school ecosystems science. Analysis of multiple surveys at the beginning, middle, and end of the curriculum found that students continued to find the activity engaging from beginning to end, while student value of its utility in helping them learn science increased significantly. Furthermore, while initial student engagement resided primarily at the technology interface level, with time and experience students became increasingly engaged in the student-led, collaborative inquiry experiences afforded by the embedded scientific investigation.

scholarly journals The Importance of Affective Factors in Self-Access Language Learning Courses

2011 ◽  
pp. 91-96 ◽  
Author(s):  
Sergio Valdivia ◽  
David McLoughlin ◽  
Jo Mynard
Keyword(s):  
Language Learning ◽  
Self Directed Learning ◽  
Emotional Involvement ◽  
Change Over Time ◽  
Learning Modules ◽  
Affective Factors ◽  
Short Summary ◽  
Directed Learning ◽  
Over Time

In this short summary, we investigate the importance of learners’ emotional involvement in self-directed learning. We begin by briefly examining the literature related to affective factors in self-access language learning. We then describe two examples of institutions with self-access centres that place particular importance on affective factors in courses of self-directed study. The first example is in a university in Japan, where affective strategies are introduced through self-directed learning modules. The second example is in a university in Mexico, where educators are investigating how feelings about self-access language learning can change over time.

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