Exploring students' learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective

Ng, Boon Chong; Latife, Aneesah

doi:10.1108/ijlls-01-2022-0007

Cited by 6 publications

(7 citation statements)

References 33 publications

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“…This gives empirical evidence that the student teachers were directed and trained to perform the best practices during their practicum by both the professional development program supervisors and mentors. This result is in line with previous studies [65][66][67][68], which clarified that the effective relationship between student teachers and mentors is regarded as one of the most influential factors in developing achievement motivation among student teachers to develop positive teaching and learning practices through a constructive collaborative process that takes place between student teachers and mentors during practical practicums. This constitutes an effective and influential professional construct in preparing student teachers from the emotional side [61,69,[70][71][72]73].…”

Section: -Discussionsupporting

confidence: 92%

Student Teachers’ Motivation toward Participation in the Professional Development Programs

et al. 2023

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The twenty-first century is witnessing an increasing and clear interest in studying the relationship between student teachers’ motivation and their participation in professional development programs. This study was designed to find out the student teachers’ motivation toward participation in professional development programs and to identify the role of motivation in influencing the ambition, perseverance, and desire of student teachers to be effective and active in carrying out activities and tasks. The descriptive survey design was employed, 75 student teachers were chosen to participate, and data were collected using a developed instrument after ensuring its validity and reliability. The results of the study showed that the level of student teachers’ motivation toward participation in professional development programs was very high and that they are aware of the fact that professional development programs are the most effective means for developing their ambition, perseverance, and desire to participate in activities and tasks. Based on these findings, a set of conclusions and recommendations were drawn. Doi: 10.28991/ESJ-2023-SIED2-06 Full Text: PDF

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Section: -Discussionsupporting

confidence: 92%

Student Teachers’ Motivation toward Participation in the Professional Development Programs

et al. 2023

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“…Aligning with previous literature, this study resonates with the overarching consensus that collaboration and teamwork are pivotal to enhancing student learning, engagement, and motivation (Apicella et al, 2022; Chiu, 2022; Ng & Latife, 2022; Trust et al, 2023; Wong, Kan, & Chow, 2022; Yu et al, 2022). However, it also goes a step further by providing specificity regarding the importance of such tools within a middle school science context.…”

Section: Discussionsupporting

confidence: 84%

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Ateş,

Köroğlu

2024

Computer Assisted Learning

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BackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

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“…Learning communities could foster learners' motivation via the improvement in collaboration, interactions, satisfaction, and self-efficacy. Collaborative and social interactive models based on self-determination theory could cultivate a learning climate motivating students to engage in listening practice in learning communities (Ng and Latife, 2022). Students who joined the learning communities tended to possess higher levels of satisfaction, self-efficacy, and motivation than those who did not (Park et al, 2019).…”

Section: Rq2 Can Learning Communities Improve Learners' Motivation?mentioning

confidence: 99%

Exploring learning outcomes, communication, anxiety, and motivation in learning communities: a systematic review

Cao,

2023

Humanit Soc Sci Commun

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Learning communities have become a focal point of research due to their potential impact on learning outcomes, motivation, and communication. These factors are recognized as crucial determinants of the effectiveness of learning communities. To guide this study, a thorough review of 35 relevant studies was conducted, employing rigorous inclusion and exclusion criteria based on the PRISMA framework to ensure a systematic and robust approach. The findings of this study indicated that learning communities possess the capacity to enhance communication, motivation, and learning outcomes, while simultaneously alleviating learner anxiety. Specifically, it was observed that well-designed online learning communities can significantly improve learning outcomes. Furthermore, the utilization of online technologies within these communities can facilitate enhanced communication, leading to improved learning outcomes. Moreover, this study offers a range of recommendations for optimizing learning outcomes through the implementation of learning communities. These recommendations serve as valuable guidance for harnessing the full potential of learning communities to achieve educational goals. In conclusion, this study underscores the importance of learning communities in enhancing learning outcomes, motivation, and communication. It highlights the efficacy of appropriately designed online communities and the integration of technology in fostering effective communication and improving learning outcomes. The study contributes important insights into ways of maximizing the benefits of learning communities in promoting educational success.

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Exploring students' learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective

Cited by 6 publications

References 33 publications

Student Teachers’ Motivation toward Participation in the Professional Development Programs

Student Teachers’ Motivation toward Participation in the Professional Development Programs

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Exploring learning outcomes, communication, anxiety, and motivation in learning communities: a systematic review

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