共查询到20条相似文献，搜索用时 348 毫秒
1.
2.
Joe Psotka 《Interactive Learning Environments》2013,21(4):319-320
3.
Reena Cheruvalath 《Educational Research and Evaluation》2013,19(3):283-297
This study has been conducted to show that there is a recent trend in engineering colleges in India that students who are considered to be highly intelligent show poor academic performance during their 1st year. This article is proposed to examine the role of motivation factors such as teaching methods and learning material in the academic performance of engineering and technological students in India. A test was carried out among engineering students. A total of 200 male and female students participated in this test. A 2-group discriminator analysis was done to analyse the data. The results showed that there was a significant correlation (p = 0.000) between motivation factors and academic performance of engineering students. The higher the rating of these factors by the students, the higher their performance. 相似文献
4.
Hayward P. Andres 《Journal of Further & Higher Education》2019,43(2):220-235
Given the recent reported common occurrence of mediocre or substandard academic performance by students in colleges and universities, it has become essential to identify pedagogical factors that might lessen or reverse this trend. Kolb’s experiential learning, Pintrich’s student learning motivation, and cognitive load theories were used as a framework to assess active teaching moderation of the effects of course difficulty on course performance and learning motivation. Hierarchical ordinary least squares (OLS) regression was used to analyse the data. Research subjects were recruited from a medium-sized historically Black college and university (HBCU) students enrolled in STEM (science, technology, engineering, and mathematics) and Business (i.e. management, economics, or accounting) classes. Active teaching was a positive predictor of course grade and learning motivation. Course difficulty was a negative predictor of course grade. Interaction analysis revealed that increases in active teaching reduced (i.e. moderated) the negative relationship between course difficulty on both course grade and learning motivation. Overall, the findings suggest that student learning outcomes are certainly a function of pedagogy (e.g. active teaching), psychological/affective (e.g. learning motivation), and learning content complexity. Active teaching environments should (1) address both cognitive load and emotional responses attributed to difficult coursework, and (2) provide efficacy building opportunities during instructional delivery. 相似文献
5.
Jiani Ma 《高等教育研究与发展》2018,37(6):1186-1200
Despite the dramatic rise in international student enrolment in Chinese higher education institutions, the classroom learning experiences of these students are not adequately reflected in the international literature. The present qualitative study explores the learning experiences of 33 international students in different types of classroom arrangements at Chinese universities. The findings show that the international students’ perceptions of teaching and learning approaches, their language difficulties, the type of classroom arrangement, the origin of the international students in the class, the more relaxed academic requirements for international students and the international students’ learning motivation all shaped their in-class experiences. Furthermore, the findings reveal that the international students’ personal traits and cross-cultural environment interacted with their psychological mechanisms to produce and influence their learning experiences. The article highlights the need to make sense of these complexities in order to understand international students’ in-class learning experiences. The implications of improving these experiences are discussed. 相似文献
6.
“以学生为本”教学理念下的大学生英语学习动机分析 总被引：2，自引：2，他引：0
刘益霞 《内江师范学院学报》2010,25(9):106-108
学习动机是指引起学生学习活动,维持学习活动,并指引学习活动取向教师所设定的目标的心理倾向。人本主义心理学认为所有学生都有学习动机,而学生心理素质、学习英语的目的和教师的教学方式均影响学生的学习动机。因此,在大学英语教学中,教学要＂以学生为本＂,教师要增强自身的综合素质、创设良好的课堂教学环境、培养学生英语学习情感和构建和谐的师生关系以激发学生英语学习动机。 相似文献
7.
This study seeks to explore whether a combination of traditional teaching methods with project-based learning (PBL) activities can improve the student learning experience in an engineering course of soil mechanics. As an alternative to the traditional type of assignment that consisted of several textbook problems, a project-based assignment was introduced in 2015 so that students could work on real-world geotechnical problems throughout the whole semester. Students were permitted to choose whether they would undertake the project-based assignment or the traditional one, thus forming the ‘project’ and ‘non-project’ groups, respectively. The academic performance of these two groups was compared on the basis of student marks while the student experience was evaluated through a series of interviews. The data collected over 3 years indicated that students from both groups had very similar academic performances; however, the students who completed the project-based assignment reported better engagement in the learning process as they enjoyed the opportunity to experience the practical aspects of soil mechanics. The obtained results also revealed low motivation among students to embrace new learning approaches such as PBL, as the majority of them preferred more traditional methods of teaching. 相似文献
8.
At the heart of the social cognitive theoretical approaches common to all papers in this special issue is a recognition that the contexts in which teachers live and work affect their level of motivation, how they feel, and what they do. Teacher motivation, in turn, can affect students’ perceptions and behaviors. This commentary addresses the major contributions made by the papers in this special issue toward advancing a more contextualized understanding of teacher motivation. Contextual considerations include theoretical and practical interpretations, sampling, the teaching and learning setting, measurement, and study design and analyses. Recommendations are offered for how researchers can better account for the role of context in all aspects of teacher motivation research. 相似文献
9.
Baohua Yu 《Educational studies》2019,45(4):520-532
This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper. 相似文献
10.
采用问卷法调查某职业技术学院252名学生的英语学习动机、学习策略和成绩。结果显示：高职生的英语学习动机以融合型动机和工具型动机为主,最常用的学习策略是补偿策略和情感策略,最不常用的是元认知策略和社会策略;成绩优等生有更强的融合型动机和内部动机,更频繁地使用补偿策略、元认知策略和认知策略;高职生融合型动机和内部动机与其英语成绩呈显著性正相关;各种学习策略与其英语成绩都呈显著正相关。 相似文献
11.
Di Zou 《Interactive Learning Environments》2019,27(8):1127-1142
ABSTRACTJust-in-time teaching and peer instruction are two student-centred approaches that have been widely employed in various science subjects but seldom in language classrooms. This research proposed a flipped learning model through technology-enhanced just-in-time teaching and peer instruction and investigated the effectiveness of this model in promoting English learning. Two groups of upper intermediate EFL learners participated in the study and learned in two different flipped learning modes, one with the newly proposed approach and the other with the conventional flipped learning approach. The results showed that the proposed model outperformed the conventional model in promoting the development of students’ writing skills, motivation, and tendency of critical thinking. The use of an assessment-centred tool (e.g. EDpuzzle) for interactive videos and cloud-based tools for real-time collaboration (e.g. Padlet and Google Docs) assisted in creating scaffolded learning experience, sharing culture, and opportunities of peer instruction for students in the flipped classroom with Just-in-time teaching and peer instruction. Such results implied that our flipped learning model is very conducive to language learning, and it is advised to be employed more widely in various language learning classes. 相似文献
12.
利用2019年"中国本科教与学调查(CCTL)"数据,对中国高校工科本科生主动学习特征及其影响因素进行了实证分析。分析结果显示,工科本科生主动参与频率显著低于总体。不同性别、不同学校类型、不同年级工科本科生主动学习水平存在显著差异,男性工科生主动学习水平显著高于女性工科生,普通高校工科生主动学习水平显著高于一流大学高校与一流学科高校,大一、大四工科生主动学习水平高于大二、大三工科生。在影响因素方面,教师主动教学与教学满意度是制约工科生主动学习水平的主要因素,教师采用讨论与实地调研等主动教学方法越多,工科生主动学习水平越高。 相似文献
13.
This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher's role. The results indicate that learners’ characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching–learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated. 相似文献
14.
目前对OBE教学理念的研究,主要集中在以成果为导向进行教学环节和教学评价系统的设计上,而在以学生为主体的教学中,学生的学习过程和学习行为也应该被关注和重视。立足于OBE教学理念,从激励理论视域探索学生本身的学习需要和学习动机,在教学设计和评价系统中引入激励机制。学生在受到合理激励后,他们的求知欲望和学习需求被激发,从而刺激学习动机的产生,促使学生产生自主学习行动,实现更高效的教学。 相似文献
15.
Who Prefers What? Disciplinary Differences in Students' Preferred Approaches to Teaching and Learning Styles 总被引：6，自引：0，他引：6
This study develops a tool for identifying students' preferred teaching approaches, with high internal consistency for the scales involved. We examined these preferences in relation to students' approaches to learning and to two academic disciplines with contrasting academic environments. The sample consisted of 175 engineering and education undergraduates at a major university in Israel. Responses to our questionnaire revealed students' preferences for four approaches that correspond to the four main instructional approaches that had been identified in research based on teachers' sources. Students' most favored teaching approach is the lecturer who is organized, clear, and interesting, and the second, with a large gap from the first, is the instructor who provides for students' needs in learning. The two approaches least favored are information-transmission and promotion of self-regulation. Students with different approaches to learning preferred teaching approaches that best served their learning approaches. There were few discipline-related differences in students' preferences, in spite of the very different learning environments. However, all participants preferred teaching approaches that they perceived as beneficial for learning but that they had not often experienced, if at all. 相似文献
16.
武超 《金华职业技术学院学报》2014,(4):28-31
体育教学激励方法主要用于体育教师激发学生体育学习的动机,而良好的体育学习动机是学生进行运动学习的重要动力。体育教学激励方法划分的依据是体育课程的价值、运动技能形成的不同阶段以及教育激励与学习内容之间的关系,具体的激励方法主要由认知激励、情感激励、引导性激励、维持性激励、形成性激励组成。在体育课堂中实施教育激励需要体育教师创设教学情境,需要学生产生有意学习,需要体育教师投入情感。 相似文献
17.
This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students’ approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results show a relation for workload and motivation but not for WMC. By means of a cluster analysis, three student profiles were identified based on WMC and motivation. Students characterised by high WMC and average motivation scored higher on surface approaches and lower on deep approaches than students with high autonomous motivation. These latter students also score higher on deep approaches than students characterised by low WMC. Finally, it was found that all student profiles responded the same to the influence of workload. In contrast with prior research, deep approaches were higher when the workload was higher. 相似文献
18.
动机在第二语言习得过程中扮演着极其关键的角色。本文通过分析非英语专业学生的学习动机，提出作为英语教师，应该从新的视角来了解动机并且采用适当的教学方法来达到较好的教学效果。 相似文献
19.
By gradually placing more importance on game-based education and changing learning motivation by applying game-playing characteristics, students’ learning experiences can be enhanced and a better learning effect can be achieved. When teaching the content of Chinese poetry in Taiwanese junior high schools, most teachers only explain the meaning of Chinese poetry, while it is difficult for students to understand why poets write these poems, resulting in learning confusion. This paper implemented a digital game-based situated learning system based on Tang Dynasty poems for learning Chinese poetry to simulate the situations of hardship encountered by poets when writing poetry in animated form to help junior high school students in Taiwan to have greater understanding when learning the content of Chinese poetry. The research results show that students who used the Gourd Tang Dynasty system in game-based instruction had significantly better learning achievements than students who underwent traditional narrative instruction. Among them, students in the low learning ability group improved in their grades significantly more than students in the high learning ability group in terms of their Tang Dynasty poetry learning. Furthermore, the authors examined the predictive relationships between perceived ease of use, perceived usefulness and behavioural intention related to the digital game-based situated learning system for Chinese language poetry. The factor of perceived usefulness was a key factor in the students’ positive attitudes towards the digital game-based situated learning system. There were no significant differences with respect to individual characteristics (i.e. gender, online game experience and digital learning experience). The results demonstrate that this type of system can be widely accepted by students with different learning experiences. 相似文献
20.
针对远程开放教育学生自主学习观念不强、学习基础薄弱、学习策略不够有效、缺乏协作学习等不足,提出激发学生自主学习积极性、夯实专业基础、提高学习技能、掌握有效学习策略、搭建师生交流平台、建设有效评价和激励制度以及完善教学资源和服务体系等改进措施,以期达到构建和完善远程开放教育学生自主学习能力培养体系,提升远程开放教育实效性、促进远程开放教育可持续发展目的。 相似文献