Reflexive development of flexible skills of undergraduates at the transition to personalized education

2021 ◽  
pp. 101-115
Author(s):  
Nadezhda Evgenievna Rubtsova ◽  
Elena Evgenievna Mikhailova
Keyword(s):  
Blended Learning ◽  
Academic Motivation ◽  
Graduate Programs ◽  
Academic Culture ◽  
Personalized Learning ◽  
Cognitive Achievement ◽  
Master's Program ◽  
Internal Motivation ◽  
Personalized Education ◽  
Program Research

For the implementation of personalized learning is the most promising model of blended learning, where the development of graduate programs coexists along with the scientifc mentoring, complementing each other, and aims to create a fexible skills necessary for the development of educational and personal potential of a student. Mastering the master’s program, research achievements and the formation of fexible skills are important indicators of the level of academic culture of undergraduates. The article presents the results of the study of the infuence of refexivity on the development of fexible skills of undergraduates on the example of their academic motivation and tolerance to uncertainty. According to the theory of selfdetermination, internal motivation (cognitive, achievement, selfdevelopment motivation), external motivation (selfesteem, introjected, external) and amotivation are determined for the diagnosis of academic motivation of undergraduates educa tional activities. The subscales of the methodology «Lack of tolerance to uncertainty» («Novelty», «Complexity» and «Unsolvability») refect the sources of reduced tolerance to uncertainty. The results confrm the importance of developing fexible skills and specify the causal relationships between refexivity and indicators of academic motivation and tolerance to uncertainty. It seems appropriate to organize special additional trainings for undergraduates on coping with uncertainty.

scholarly journals Academic motivation in early adolescence based on self-determination theory

2015 ◽  
Vol 47 (2) ◽  
pp. 222-248 ◽  
Author(s):  
Dusana Sarcevic
Keyword(s):  
Early Adolescence ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Psychometric Characteristics ◽  
Theoretical Assumption ◽  
Internal Motivation ◽  
Total Agreement ◽  
External Motivation

This paper has tested the most frequently used instrument for assessing academic motivation in adolescents, which measures seven aspects of motivation in accordance with the self-determination theory. In the first version of this questionnaire, four factors were singled out in the Serbian sample. Based on the first version, the second one was made under the name AMS, containing 32 items with five-degree categories of answers ranging from total disagreement to total agreement. The AMS questionnaire was administered on the convenient sample of 1.106 respondents aged 10 to 15 of both genders (51% female). Four factors were extracted, defined as Internal motivation, External motivation, Introjected motivation and Amotivation. The self-determination continuum has not been confirmed completely since some dimensions have a different status of self-determination than it was expected, while psychometric characteristics of the scales proved to be very good. Compared to the first version, this version of the questionnaire has better psychometric characteristics, reflects more clearly the theoretical assumption about the aspects of academic motivation and partially confirms its continuum. Hence, it can be stated that the AMS questionnaire is a good enough indicator of academic motivation in early adolescence.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

Blended Learning

2012 ◽  
pp. 283-301
Author(s):  
Natasha Boskic ◽  
Sharon Hu
Keyword(s):  
Blended Learning ◽  
Mixed Mode ◽  
Ways Of Knowing ◽  
Instructional Designers ◽  
Master's Program ◽  
Delivery Modes ◽  
Learner Centered ◽  
First Case ◽  
Course Format ◽  
Gain Access

The evolving student expectancy on the quality and accessibility of education has resulted in a new landscape of delivery modes of educational programs. This chapter presents two case studies that demonstrate the blended learning models as a mean to enable students in distributed locations to gain access to programs not otherwise available. The first case is about a mixed-mode course for Aboriginal students in British Columbia where the course format was tailored to be culturally sensitive to the Aboriginal ways of knowing. The second case is about a French Master’s program delivered in a hybrid mode to offer educators in remote parts of Canada access to this specialized degree. By applying the blended learning model, instructional designers assisted in establishing a learner-centered approach rather than an institution-centered approach, which made the programs more inclusive and meaningful for learners.

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

scholarly journals Blended learning in the master’s program

2020 ◽  
Vol 87 ◽  
pp. 00008
Author(s):  
D.M. Voronin ◽  
O.A. Zavaltseva ◽  
O.V. Khotuleva
Keyword(s):  
Blended Learning ◽  
School Environment ◽  
Educational Program ◽  
Main Idea ◽  
Educational Process ◽  
State University ◽  
Master's Program ◽  
Master's Programs ◽  
Academic Year

The paper is devoted to the usage of a mixed learning model with elements of project activity in the master’s program. Master’s programs are implemented at the State University of Humanities and technology from the 2018/2019 academic year at the faculty of biology and chemistry. The main idea of implementing blended learning is to improve the quality of the educational process and the practical application of learning outcomes in teaching activities. The students involved in are this program are all practical teachers and have real opportunities to implement the results of the educational process in school practice. Within the framework of the educational program, a system has been developed to such as extend that ensures the process of creating and implementing author’s projects in the educational space of the school. The undergraduates create their own projects and implement them in the school environment. The projects are the product of training, which gives the opportunity of the educational program.

scholarly journals A EDUCAÇÃO PRODUTIVA E A PRODUTIVIDADE DA EDUCAÇÃO: consequências do produtivismo acadêmico

Revista Foco ◽  
2017 ◽  
Vol 10 (2) ◽  
pp. 188
Author(s):  
Renner Coelho Messias Alves ◽  
Victor Miranda de Oliveira ◽  
Loreane Da Silva Francisco
Keyword(s):  
Rio De Janeiro ◽  
Graduate Programs ◽  
University Education ◽  
Educational Context ◽  
Master's Program ◽  
Review Of The Literature ◽  
Emancipatory Education ◽  
Academic Field ◽  
Using Data ◽  
The University

Entende-se que na atual conjuntura o produtivismo acadêmico distancia a educação universitária do seu objeto original. Assim, crescentemente, o aumento das publicações de trabalhos acadêmicos não reflete um aumento da capacidade emancipatória dos atores envolvidos no contexto educacional, principalmente nos discentes de programas de pós-graduação. Diante disso, este artigo busca contrapor a educação produtiva e emancipatória ao produtivismo da educação implementado no ensino superior brasileiro. A relevância desta pesquisa consiste na proposta de reflexão sobre alterações de regras relacionadas ao campo acadêmico. Metodologicamente, a investigação ocorreu no fim do primeiro semestre de 2016. Além disso, utiliza-se neste artigo a revisão da literatura sobre o fenômeno aqui tratado, com consultas aos dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Também se faz um levantamento quantitativo da publicação de artigos na última década em três revistas brasileiras e, por fim, uma entrevista com um coordenador de um programa de mestrado em administração no Estado do Rio de Janeiro. Ao concluir, acredita-se que a essência da educação se perde frente ao atual sistema produtivista. Nowadays, the academic productivism dare the university education of its original spirit object. So, the raise in publishing academic work does not reflect an increase of emancipatory capacity of the actors involved in the educational context, even though in students of graduate programs. Thus, this article seeks to counter productive and emancipatory education to the education based on productivism, implemented in Brazilian higher education in the last years. The relevance of this research consists in a proposal of reflection on the change of rules related to the academic field. Methodologically, a survey was carried out at the end of the first half of 2016. In addition, a review of the literature on the phenomenon discussed here is used in this article, using data from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Also made a quantitative survey of the publication of articles in the last decade in three Brazilian journals and, finally, an interview with a coordinator of a master's program in administration in the State of Rio de Janeiro. At the end, it is believed that the essence of emancipatory education is damaged against the current productivist system.

Support for Adjunct Faculty Scholarship in Online Graduate Programs

2021 ◽  
pp. 115-138
Author(s):  
B. Jean Mandernach ◽  
Scott Greenberger ◽  
Morgan McNaughton
Keyword(s):  
Adjunct Faculty ◽  
Research Collaboration ◽  
Graduate Programs ◽  
Academic Culture ◽  
Teaching Quality ◽  
Research Knowledge ◽  
Faculty Teaching ◽  
Faculty Scholarship ◽  
Culture Teaching ◽  
Institutional Initiatives

Faculty scholarship is an invaluable contribution to the richness of academic culture, teaching quality, innovation, student learning, and the development of graduate programs. The growing number of adjunct faculty teaching in online graduate programs demands that increased attention be paid to institutional initiatives designed to effectively support research for this population. This chapter is an overview of the opportunities to support remote, adjunct faculty research in graduate programs by enhancing research knowledge, fostering research collaboration, and motivating engagement in research.

scholarly journals An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

2020 ◽  
Vol 15 (21) ◽  
pp. 77
Author(s):  
Nurma Yunita Indriyanti ◽  
Sri Yamtinah ◽  
Dyah Muawiyah
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Chemistry Education ◽  
Quantitative Method ◽  
Industrial Revolution ◽  
Environmental Chemistry ◽  
Learning Experience ◽  
Cognitive Achievement ◽  
The Public ◽  
Use Of Technology

The use of technology blurred the borders between classroom learning and online platform as a blended design. This design is appropriately applied in higher education in the fourth industrial revolution era. The study aimed to investigate the progression of undergraduate students' metacognition of blended learning and their achievement in the environmental chemistry course. The study employed a quantitative method. The quantitative method used a quasi-experiment research method. A non-equivalent post-tests group control design was applied. The population was fifty-nine students who enrolled in the environmental chemistry course in the chemistry education department at one of the public universities in Indonesia. Twenty-nine students were randomly selected for experimental class and thirty students in the control class. The experimental class experienced the blended learning environment, while the control class had conventional learning. At the end of the course, both classes measured their metacognition using the Testlet instrument. The Testlet instrument can measure students' cognitive achievement in environmental chemistry courses, also students' metacognition. There is different progress regarding students' metacognition between two groups. However, students' cognitive achievement showed the same trend. This gap is caused by various factors, such as a difference in learning experience and unpreparedness of students in blended learning.

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