One-To-One Learning and Self-Determination Theory

Turner, Kristina

doi:10.29333/iji.2019.1221a

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…The pedagogical style contributes to meeting a learner's basic psychological need for autonomy. This in turn results in engaging students in their studies and creates a structure in which they are more likely to learn (Turner, 2019).…”

Section: Student Experience Survey Discussionmentioning

confidence: 99%

Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

Costouros

2020

TLI

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Despite significant research supporting active learning, many professors continue to use traditional lectures as their primary teaching method, particularly in introductory level courses. This article explores whether jigsaw cooperative learning had a positive impact on student grades and enhanced their learning experience, as compared to the traditional lecture method. The question was answered by collecting data from an insurance and risk management introductory course in the business school. To answer the question on learning experience, students completed a validated survey on each pedagogy, consisting of 15 statements that they rated on a Likert scale of 1 to 5, strongly disagreeing or agreeing with the statements. The course content was taught using lectures for four learning modules and the jigsaw learning method for four learning modules. After each module, a quiz was written by each student, and these grades were compared to establish the impact of each teaching method on student grades. Data was analyzed using descriptive statistics and two-way ANOVA testing to determine significant differences. Data was collected from two student groups. One group was a traditional university group of diverse students and the other group consisted of international students from India. I compared the results of the two student groups to identify any differences. This research adds to the studies on active learning in insurance education, specifically jigsaw cooperative learning. It also contributes to literature on effective teaching strategies for international student groups.

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Section: Student Experience Survey Discussionmentioning

confidence: 99%

Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

Costouros

2020

TLI

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“…Tsevreni, 2021), focus-group-type discussions (Hennink, 2014; cf. van Bezouw et al, 2019), storying rituals (processes and practices to honor the stories shared), one-to-one conversational interviews (Govender et al, 2019; Turner, 2019), creative art-based storying (Boydell et al, 2017; Skains, 2018), observation (Hurdley, 2014), and discourse analysis (Johnston & von Stuckrad, 2020).…”

Section: Situating the Research Retreatmentioning

confidence: 99%

Things That Tell: An Object-Centered Methodology for Restorying Women’s Longing and Belonging

Mozeley

Judge

Long

et al. 2022

Qualitative Inquiry

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Developments in qualitative research methods recognize the benefits of working with material objects to evoke memories, stories, and reflections on specific topics. Through engagement with materialist theory and methods, our research demonstrates that more than simply eliciting storied responses, self-chosen material objects can in fact co-tell stories in novel ways. This article draws on our storied experiences as a group of women who took part in a four-day residential storying retreat. Our qualitatively driven research employed a range of multi-modal methodologies; however, this article focuses on a particular method that involved co-telling personal stories with the aid of self-selected objects. This method embodies the emotive and co-constitutive power, relational materiality, and reflective potency of object-centered storying. The article builds on and extends qualitative methodologies that value more-than-rational ways of researching.

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“…Teachers can help students set learning goals, connect with the environment, and actualise their potentials. Thus, students are motivated to participate in classroom activities when teachers help them satisfy these psychological needs (Smit et al, 2014;Turner, 2019).…”

Section: Student-teacher Relationshipsmentioning

confidence: 99%

The Impact of School Learning Environment on Students’ Academic Performance in Senior High Schools in the Greater Accra Region, Ghana

Baafi¹

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for the tender loving care and motivation. Your support is much appreciated. I extend my gratitude to Mr Mark Turley for the generous support to my studies.To my mother, Theodora Yaa Kpedzroku, and my siblings, I say "thank you" for the support. I am incredibly grateful to Vincent Odhiambo and Loice Atieno for their immeasurable support. You have been wonderful colleagues who never abandoned me when I needed you most. May God bless you. I also thank McJerry Ogirinye, Bernard Adjei-Frimpong and colleagues of the ALE and EDiTE programmes, especially Addalhamid Alahmad, for the encouragement. My heartfelt appreciation goes to my professors at Eötvös Loránd University and University of Cape Coast library staff for their kind assistance. Likewise, I appreciate the cooperation and participation of senior high schools in the Greater Accra region in this study. Thank you very much. I thank Mr Simon Tettey and Ayao Akakpo for their outstanding contributions to this achievement. Finally, I am grateful to every individual whose name is not listed in this acknowledgement for being part of my success. May God richly bless you.

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One-To-One Learning and Self-Determination Theory

Cited by 4 publications

References 20 publications

Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

Things That Tell: An Object-Centered Methodology for Restorying Women’s Longing and Belonging

The Impact of School Learning Environment on Students’ Academic Performance in Senior High Schools in the Greater Accra Region, Ghana

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