The significance of motivation in student-centred learning: a reflective case study

Maclellan, Effie

doi:10.1080/13562510802169681

Cited by 42 publications

(35 citation statements)

References 34 publications

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“…26 17) Making tasks challenging 3. 16 18) Encouraging learning from classmates in small groups 3.16 19) Making clear to students that communicating meaning effectively is more important than being grammatically correct 3.15 20)…”

Section: 32mentioning

confidence: 99%

“…Categories of motivational strategies are: 1 -"exhibiting proper teaching behavior" includes items (1,8,20); 2-"Recognizing students' efforts" includes items (4, 16); 3-"Promoting learners' self-confidence" contains items (6, 23), 4-"Creating a pleasant classroom" incorporates items (2, 7, 9); 5 -"Presenting tasks properly" involves items (10,18); 6-"Increasing learners' goal-orientedness" contains items (11,12,17); 7 -"Making the learning tasks stimulating" includes items (5, 13, 21); 8 -"Promoting group, cohesiveness and group norms "involves items (3,15,19) and finally; 9-"Promote learner autonomy" contains items (14, 22, 24).…”

Section: A the Motivational Strategies Assessment Questionnairesmentioning

confidence: 99%

“…Without motivation, students would simply not care about outcomes, means, accomplishment, learning, success, failure, etc. [8,19] Better motivation leads to all sorts of positive behavior. Motivated students tend to work harder, be less stressed, take more care in their duties, be less likely to leave their college, look for opportunities to improve the processes with which they work and much more.…”

Section: Introductionmentioning

confidence: 99%

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Development of motivational strategies for nursing students at Zagazig University in Egypt

Gaber

Moustafa

2015

JNEP

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Background: Motivation has always been a central issue in education and has even been referred to as the most complex and challenging issue facing teachers today. The aim of the study was to develop motivational strategies for nursing students at Zagazig University. Methods: The researchers used the descriptive methodological design. Two types of samples were used: A stratified proportionate sample (323) and Jury committee (10). Questionnaire sheets were used to collect data for the present study (Motivational strategies assessment questionnaires and opinionnaire sheet). Results: The top strategies that were reported by study subjects as the least frequently used by their staff were: creating a pleasant classroom, promoting group cohesiveness and group norms, making the learning tasks stimulating, recognizing students' efforts and exhibiting proper teaching behavior (98.1, 97.8, 97.5, 97.5 and 96.9 respectively). The top strategies perceived by the study sample as most important were: exhibiting proper teaching behavior, presenting tasks properly and promoting learner autonomy (82.7%, 79.3% and 78.0% respectively) while creating a pleasant classroom and recognizing students' efforts are the least important (66.3%, 68.7% respectively). Conclusions: There was not a statistically significant difference between the educators use of motivational strategies and the importance of those strategies, there was not a statistically significant difference between male and female students regarding the educators use of motivational strategies, there was a statistically significant difference between male and female students regarding the importance of motivational strategies, as regards to educators use of motivational strategies there were statistically significant differences between first year and second year, third year and fourth year, concerning the importance of motivational strategies there were statistically significant differences between first year and second year, fourth year and first year and finally based on results and literature the required motivational strategies for nursing students at Zagazig University, Egypt were developed.

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Section: 32mentioning

confidence: 99%

Section: A the Motivational Strategies Assessment Questionnairesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of motivational strategies for nursing students at Zagazig University in Egypt

Gaber

Moustafa

2015

JNEP

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“…Our opinion is that the main aspect of the issue to develop mathematical competency coheres with the professional and mathematical competency structure, where the majority of ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980 researchers lay emphasis on cognitive, practical, motivational and value-based components as well as reflexive and assessment-based components (RAVEN, 1984;MACLELLAN, 2008;BATES;O'BRIEN, 2013). We believe developing these components provides for applying various approaches in teaching mathematics.…”

Section: The Polyparadigm Approach As the Base To Develop Mathematicamentioning

confidence: 99%

Competency-based Learning in Higher Mathematics Education as a Cluster of Efficient Approaches

Кытманов

Noskov

Ishchukova

et al. 2016

Bolema

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This paper presents the research results of what the process of mathematics tеaching should be under the competency-based approach allowing the development of a university student's mathematical competency. It indicates that integrative structure of mathematical competency containing cognitive, practical, motivational and valuebased, reflexive and assessment-based components, updates the polyparadigm approach in teaching mathematics as an open cluster of approaches; their integrated utilization under the leading role of competency-based approach contributes to developing all mathematical competency components. It justifies that competency-based, context-based, interdisciplinary, discipline-based and information technology approaches and fundamentalization play a critical part in the polyparadigm approach; the integrated utilization of all approaches results in a synergetic effect. Within this framework the basic principles of competency-based mathematics teaching as well as a coherent system to select the content of mathematics teaching for engineering educational institution students are developed.Keywords: Mathematical competency. Polyparadigm approach. Didactic basis. Cluster of approaches. System to select the content of mathematics teaching. ResumoEste artigo apresenta resultados de pesquisa sobre como deve ser o processo de ensino da Matemática dentro da abordagem baseada na competência de modo a possibilitar o desenvolvimento das capacidades matemáticas do estudante universitário. Os resultados indicam que a estrutura integrante da competência matemática, contemplando os aspectos cognitivo, prático, motivacional, valor intrínseco, reflexivo e avaliativo, confirma a abordagem poliparadigmática do ensino da Matemática como sendo um cluster aberto de abordagens; a utilização inte- ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v30n56a14 Bolema, Rio Claro (SP), v. 30, n. 56, p. 1113 -1126, dez. 2016 1114 grada dessas abordagens sob a óptica da competência contribui para o desenvolvimento de todos os componentes do domínio da matemática. A pesquisa justifica que as abordagens baseadas em competência, contexto, interdisciplinaridade, organização e tecnologia da informação desempenham um papel fundamental na abordagem poliparadigmática. A utilização integrada de todas as abordagens resulta em um efeito sinergético. Dentro desta estrutura, são desenvolvidos os princípios básicos do ensino da Matemática baseado na competência, assim como um sistema coerente para selecionar conteúdos de ensino para escolas de engenharia.Palavras-chave: Competência matemática. Abordagem poliparadigmática. Base didática. Cluster de abordagens. Sistema para selecionar conteúdos de ensino.

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“…Research shows that students' psychological needs such as perceived autonomy, competence and social relatedness are important factors that have to be accounted for as they influence the learning process greatly (Ryan & Deci, 2002). The opportunity to formulate meaningful personal learning objectives and the flexibility to pursue different learning paths are ways to engage students in deep learning processes (Boekaerts, 2003;Maclellan, 2008;Pintrich and Schunk, 2002).…”

Section: Second-order Barriers To Changementioning

confidence: 99%

The Pedagogical Concept of Student-Centred Learning in the Context of European Higher Education Reforms

Hoidn

2016

ESJ

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The increasing gap between the demand and supply of graduates with high-level qualifications, i.e. tertiary attainment levels, has been a central driver for curricular higher education reforms in Europe. In the last decade, the Bologna Process has established curricular reforms; however, progress toward the implementation of the pedagogical concept of studentcentred learning in European higher education has been rather slow. This paper reviews the current educational policy context within which European higher education institutions operate. Societal developments and trends as well as curricular reform efforts to facilitate a paradigm and culture shift from teacher-centred learning to student-centred learning are discussed. The paper further outlines major obstacles from the perspectives of faculty and students that continue to hinder the successful and widespread implementation of a student-centred learning approach in higher education practice.

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The significance of motivation in student-centred learning: a reflective case study

Cited by 42 publications

References 34 publications

Development of motivational strategies for nursing students at Zagazig University in Egypt

Development of motivational strategies for nursing students at Zagazig University in Egypt

Competency-based Learning in Higher Mathematics Education as a Cluster of Efficient Approaches

The Pedagogical Concept of Student-Centred Learning in the Context of European Higher Education Reforms

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