Motivating and Assisting Adult, Online Chemistry Students: A Review of the Literature

Bannier, Betsy J.

doi:10.1007/s10956-009-9195-x

Cited by 11 publications

(5 citation statements)

References 95 publications

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“…The above findings may explain why students' perceived learning is an important persistence factor in online programs. Additionally, the relevancy of the program or course to students' goals is also an important factor impacting motivation and persistence in online learning (e.g., Bannier, 2010;Kim & Frick, 2011). Students feel more motivated to learn and are more likely to stay when they see value in their education (Müller, 2008), which ties back to the quality of online faculty and coursework.…”

Section: Program Factorsmentioning

confidence: 99%

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Persistence factors revealed: students’ reflections on completing a fully online program

2017

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Despite the rapid growth in online programs, online programs routinely face student attrition. How to retain students and help students successfully complete an online program is usually a top priority for online programs. This study investigated persistence factors that contributed to students' successful completion from one of the largest and most successful online programs in the United States. Results show that both personal and program attributes contributed to students' successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes include relevancy of courses to individual or professional needs, satisfaction with courses and program, and ties between coursework and job promotion. Results of this study have implications for online programs in terms of prioritizing different attributes and strategizing resources to improve completion and graduation rates for fully online programs.

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Section: Program Factorsmentioning

confidence: 99%

“…Students may choose an online program because it is a good fit with personal or professional goals (Bannier, 2010;Sansone et al, 2011). Students need to feel that the program they choose to study fits with and supports their personal and professional growth (Müller, 2008).…”

Section: Personal Factorsmentioning

confidence: 99%

Persistence factors revealed: students’ reflections on completing a fully online program

2017

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“…The concept of self-efficacy was first introduced in the field of psychology by Bandura in the late 1970s (Bandura, 1977), and it has received considerable attention in recent years, particularly in the areas of math and science education (Bannier, 2010;Cifarelli, Goodson-Espy, & Chae, 2010;Ozyurek, 2010). Self-efficacy refers to people's judgment of their capabilities to complete a task successfully (Bandura, 1989).…”

Section: Self-efficacymentioning

confidence: 99%

The Impact of Study Abroad on Students' Self‐Efficacy Perceptions

Cubillos

Ilvento

2012

Foreign Language Annals

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This article reports the findings of an investigation into the impact of study abroad experiences on self‐efficacy perceptions among foreign language (FL) learners. Thirty‐nine American college students taking part in both short‐term and semester‐long academic programs in France and Spain completed self‐efficacy surveys at the beginning and at the end of their foreign sojourns. Students were also asked to complete a questionnaire documenting the nature and extent of their interactions with members of the host country. Statistical analysis of the self‐efficacy measures in this investigation revealed that participation in a study abroad program (regardless of its length or destination) had a significant impact on self‐efficacy perceptions in all FL subskills (reading, writing, listening, and speaking). Furthermore, the extent of self‐efficacy gains was found to be associated with the extent and type of interaction with members of the host country. Pedagogical implications of these finds are discussed, along with suggestions on how to maximize the motivational benefits of foreign study programs.

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“…According to Antunes, the operative abilities can be defined as aptitudes or cognitive capacities that enable the individual’s understanding and intervention in social and cultural phenomena and that help to build relationships. The use of educational games in the classroom contributes to a more informal environment, facilitating students’ experimentation and participation, making them active and cooperative individuals. − …”

mentioning

confidence: 99%

Design and Implementation of an Educational Game for Teaching Chemistry in Higher Education

2012

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New paradigms in education have led to a need for alternative methodologies in the higher education classroom. An educational game on molecular geometry, polarity, and intermolecular forces for engineering students in a general chemistry course was designed and implemented. The results showed that the game was effective in reconstructing students’ knowledge, demonstrating that the games can serve as a useful pedagogical tool in higher education.

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Motivating and Assisting Adult, Online Chemistry Students: A Review of the Literature

Cited by 11 publications

References 95 publications

Persistence factors revealed: students’ reflections on completing a fully online program

Persistence factors revealed: students’ reflections on completing a fully online program

The Impact of Study Abroad on Students' Self‐Efficacy Perceptions

Design and Implementation of an Educational Game for Teaching Chemistry in Higher Education

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