Unlocking students’ motivation in the blended higher education classroom: Lecturers’ perspectives

Zavyalova, Ksenia

doi:10.1177/2042753020931774

Cited by 11 publications

(9 citation statements)

References 35 publications

(48 reference statements)

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“…The rapid and accelerated move to online learning has resulted in mixed outcomes. According to Li and Lalani (2020), while some who transitioned to online education were unable to maintain and yielded poor student learning experiences, especially in the interactions between students and teacher (Kebritchi, Lipschuetz and Santiague, 2017), some others were able to harness the potential of online learning and developed new models for online education and hybrid learning (Platt, Raile and Yu, 2014;Bentley, 2020;Zavyalova, 2020).…”

Section: Overviewmentioning

confidence: 99%

The Merlin Project: Malaysian Students’ Acceptance of an Ai Chatbot in Their Learning Process

Neo

2022

Turkish Online Journal of Distance Education

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The COVID-19 pandemic has accelerated the educational landscape of institutions of higher education, which were predominantly face-to-face. In Malaysia, many universities converted their courses into online courses to keep up with the challenges of working from home during the pandemic, using web technologies and blended learning approaches. However, there are challenges in ensuring students’ attention and retention rates are maintained and enough support and scaffolding are provided to them when they are learning online. As such, the MERLIN Project was undertaken to develop a virtual learning assistant that would provide online support to students outside of their online classes. The project used Artificial Intelligence (AI) technology with Natural Language Processing (NLP) features to develop a chatbot that simulated human-like conversation between chatbot and students. Content in the learning environment was media-rich and mapped to Mayer’s 12 Multimedia Learning Principles. Data from 102 students was collected to gauge their perceptions and feedback. Results showed that students found the chatbot to be helpful in their learning process and improved their understanding of the course material. A conceptual learning framework for the use of AI chatbots as learning assistants is proposed to improve students’ online learning experiences in the new normal.

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Section: Overviewmentioning

confidence: 99%

The Merlin Project: Malaysian Students’ Acceptance of an Ai Chatbot in Their Learning Process

Neo

2022

Turkish Online Journal of Distance Education

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“…One of the leading universities in England conducted a study that confirmed that blended learning increased student motivation to learn. This can be fostered through the use of engaging and challenging online learning materials and a teaching approach that inspires students to study (Zavyalova, 2020). On the other hand, educators' views on how knowledge is transferred may be influenced by the rapid pace at which online education is being adopted.…”

Section: Discussionmentioning

confidence: 99%

The Correlation between Student Perception and Learning Motivation: Blended Learning Strategy

Abednego

Nuniary

Rumahlewang

et al. 2023

AIJP

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Different perceptions will affect the success of learning outcomes, namely student perceptions. Thus, it affects student learning motivation. The study aimed to determine the relationship between student perceptions and learning motivation toward blended learning strategy (BLS). The research used is a correlational test between student perceptions and learning outcomes with BLS. The participants in this study were 70 people from two different classes. The BLS research instruments and student learning motivation include 1) Desire to succeed, 2) Encouragement and needs in learning, 3) Expectations and future goals, and 4) Appreciation of learning. 5) Interesting desires in learning, 6) A Conducive learning environment. The results showed no relationship between student perceptions and learning motivation toward BL learning strategies. Thus, other factors influence student perceptions and learning motivation, such as socioeconomic, family environment, and cultural environment. The implications of this research can provide insights for education policy makers in Indonesia and in the regions about how to design policies mixed learning that is aligned with the preferences of teachers and students in improving the quality of learning and student learning outcomes.

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“…incentives for educators and students [28]. Additionally, using a variety of indicators and measurements, policymakers should track and assess how innovative teaching and learning methods affect student motivation, instructor support and academic achievement in higher education [37,62,78].…”

Section: Study Study Summarymentioning

confidence: 99%

Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning

Daniel,

Msambwa,

Antony

et al. 2024

Comp Applic In Engineering

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This systematic literature review explores the impact of innovative teaching approaches on student motivation and academic achievement in online blended learning. A thorough search of five electronic databases for studies published between January 2009 and May 2023 yielded 1468 records. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) and Population, Intervention, Comparison, Outcome and Study‐design (PICOS) frameworks as the basis for the eligibility criteria, 47 studies were eligible and reviewed. The findings revealed that the effects of motivation were influenced by various factors, such as the blended course design, instructor's support, learning environment and the student's characteristics. The common innovative teaching and learning techniques and tools which advanced better teaching and learning were found to be interactive lessons, the use of virtual reality technology, artificial intelligence, project‐based learning, inquiry‐based learning, jigsaw, cloud computing, flipped classroom, peer teaching, peer feedback, crossover teaching and personalised teaching. These techniques positively and significantly affected motivation and academic achievement. Furthermore, results also suggest that educators should carefully consider the needs and preferences of their students when designing their courses and curricula to motivate and support students to achieve their full potential. Based on these findings, instructor support through innovative teaching and learning is vital to sustaining meaningful, innovative interactions that motivate students and promote better academic achievements in innovative online blended learning. Therefore, this study proposed a framework that illustrates that when students are well motivated, they develop personal and academic qualities such as interest, confidence, belonging, cooperation and trust in the educational experiences, resulting in better academic achievement.

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Unlocking students’ motivation in the blended higher education classroom: Lecturers’ perspectives

Cited by 11 publications

References 35 publications

The Merlin Project: Malaysian Students’ Acceptance of an Ai Chatbot in Their Learning Process

The Merlin Project: Malaysian Students’ Acceptance of an Ai Chatbot in Their Learning Process

The Correlation between Student Perception and Learning Motivation: Blended Learning Strategy

Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning

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