Motivating STEM students to use Web 2.0 tools for learning: A case study

Continuous approach to learning is essential for mastering course content in STEM education. Research results regarding students' learning habits show that students usually learn in a non-continuous way, adopting surface instead of a deep approach to learning. Lack of students' motivation was identified as one of the causes that contribute to the observed problem. In order to motivate students for continuous learning, weekly organized summative assessment sessions were introduced for vocational STEM students in higher education. These sessions were conducted throughout the semester within a typical STEM course. Obtained research results showed that this approach to summative assessment encouraged the majority of students to start to learn continuously. Also, students were motivated to solve more math-based tasks during the preparation for the exam than they would usually do. Encouraging students to learn in a continuous way affected their motivation, thus helping them to move from the surface toward a deep approach to learning.

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Continuous Summative Assessment Sessions in Vocational STEM Education

Đurović

Dlab

Hoić-Božić

2020

2020 XIV Technologies Applied to Electronics Teaching Conference (TAEE)

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Research on the use of Digital Tools by STEM Students at the University of Rijeka

Đurović¹,

Dlab²,

Božić³

2019

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The use of digital tools for learning has the potential to positively affect student motivation. While exploring the extent of use of digital tools for learning by STEM students at the University of Rijeka, it was observed that the current level of use is not at the expected level. Obtained research results have shown that surveyed STEM students are currently not encouraged nor intrinsically motivated enough to explore the possibilities of using freely available digital tools for learning. With the aim of influencing student motivation, we propose building an evaluation system in STEM education based on the principles of Educational Recommender System.

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A Model of an Online Evaluation System for STEM Education

Đurović

Dlab

Hoić-Božić

2019

2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)

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Motivating STEM students to use Web 2.0 tools for learning: A case study

Cited by 4 publications

References 8 publications

Continuous Summative Assessment Sessions in Vocational STEM Education

Continuous Summative Assessment Sessions in Vocational STEM Education

Research on the use of Digital Tools by STEM Students at the University of Rijeka

A Model of an Online Evaluation System for STEM Education

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