The use of diversified teaching strategies by four university teachers: what contribution to their students’ learning motivation?

Tremblay-Wragg, Émilie; Raby, Carole; Ménard, Louise; Plante, Isabelle

doi:10.1080/13562517.2019.1636221

Cited by 28 publications

(19 citation statements)

References 29 publications

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“…We can diversify the geoscience curriculum by broadening our approaches to communication, teaching, and epistemology (or ways of knowing) (Le Grange, 2007;Hall and Tandon, 2017). When educators embrace diverse teaching approaches, student motivation grows and can lead to better engagement and retention (Tremblay-Wragg et al, 2021). Embracing these approaches helps educators create inclusive learning spaces, be respectful of diverse audiences, be culturally sensitive, and support the full inclusion of disabled learners and educators (Feig et al, 2019).…”

Section: Broaden Pedagogy Epistemology and Communication Stylesmentioning

confidence: 99%

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

Hall

Illingworth²,

Mohadjer³

et al. 2022

Geosci. Commun.

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Abstract. There is still a significant lack of diversity and equity in geoscience education, even after decades of work and widespread calls for improvement and action. We join fellow community voices in calls for improved diversity, equity, inclusion, and justice in the geosciences. Here, in this manifesto, we present a list of opportunities for educators to bring about this cultural shift within higher education: (1) advocating for institutional change, (2) incorporating diverse perspectives and authors in curricula, (3) teaching historical and socio-political contexts of geoscience information, (4) connecting geoscience principles to more geographically diverse locations, (5) implementing different communication styles that consider different ways of knowing and learning, and (6) empowering learner transformation and agency.

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Section: Broaden Pedagogy Epistemology and Communication Stylesmentioning

confidence: 99%

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

Hall

Illingworth²,

Mohadjer³

et al. 2022

Geosci. Commun.

View full text Add to dashboard Cite

show abstract

“…Several studies showed that conventional economic learning has many weaknesses and not attractive to students (De Smet, De Wever, Schellens, & Valcke, 2016). Those can come from the teachers, learning materials, learning methods, learning media, and supporting means for learning, thereby reducing the learning interest and passion of students (Tremblay-Wragg, Raby, Ménard, & Plante, 2019). Afterward, teachers tend to be dominant, and the learning materials tend to be less dynamic.…”

Section: Previous Studies On Sustainable Economic Educationmentioning

confidence: 99%

Indonesian Undergraduate Students’ Perspectives of Sustainable Economic Education: A Survey Study

Wahjoedi¹,

Priambodo²,

Wijayanti³

et al. 2020

PED

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This study was designed to uncover perceptions of 230 undergraduate students at a public university in Indonesia, concerning sustainable economic education issues in higher education settings. The results of this study suggested that the respondents held positive beliefs on the issue of sustainable economic education issues. Despite this, they voiced multifaceted perspectives on the refinement of economic teaching practices. This paper ends with suggestions for the stakeholders to improve the quality of classroom teachings which corresponds to the age of industry 4.0.

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“…Given the fact that teachers and students, among the main factors in the learning environment, can directly affect each other in the process, the importance of classroom activities is also revealed. When previous studies in the literature are reviewed, it is observed that there are findings supporting the fact that structured learning environments contribute to the motivation of students (Tremblay-Wragg et al, 2019;Sani, Rochintaniawati & Winarno, 2018). The perception of the learning environment is as effective on the learning outcomes as the structuring of the learning environment.…”

Section: Introductionmentioning

confidence: 96%

A Study on Scale Adaptation to Determine Classroom Learning Environment Perceptions

Akkaya¹,

Ertekin²,

Köksal³

2022

eqr

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This study aimed to perform a scale adaptation to determine students' perceptions of a classroom learning environment. The sample of the study consisted of 337 students for exploratory factor analysis and 1,639 students for confirmatory factor analysis. The scale known as My Class Activity adapted in this study was developed by Gentry and Gable (2001). The adapted scale is a five-point Likert-type scale consisting of four factors (interest, choice, challenge, and enjoyment). The scale was previously adapted to Turkish culture by Deniz and Saranli (2017), and in this study, we readapted the scale to Turkish culture. Exploratory factor analysis and reliability analysis of the data obtained from the scales were completed with SPSS software and confirmatory factor analysis with AMOS. As a result of the analyses of the adapted scale, it was decided to remove the challenge dimension. After the validity and reliability studies obtained from the three-factor (interest, choice, enjoyment) structure of the scale, it was concluded that the scale could be used in Turkish culture.

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The use of diversified teaching strategies by four university teachers: what contribution to their students’ learning motivation?

Cited by 28 publications

References 29 publications

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

GC Insights: Diversifying the geosciences in higher education: a manifesto for change

Indonesian Undergraduate Students’ Perspectives of Sustainable Economic Education: A Survey Study

A Study on Scale Adaptation to Determine Classroom Learning Environment Perceptions

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