Motivation (Teaching and Learning)
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Bibliography
- Azaiza, K. (2011). Learners' motivation in a distance education environment. Distance Learning, 8(1), 23.
- David L Rodgers, & Beverly J Withrow-Thorton. (2005). THE EFFECT OF INSTRUCTIONAL MEDIA ON LEARNER MOTIVATION. International Journal of Instructional Media, 32(4), 333.
- Glynn, S. M., Aultman, L. P., & Owens, A. M. (2005). Motivation to learn in general education programs. Journal of General Education, 54(2), 150-170.
- Haggis, T. (2004). Meaning, identity and "motivation": Expanding what matters in understanding learning in higher education? Studies in Higher Education, 29(3), 335-352.
- Jarvela, S., Jarvenoja, H., & Veermans, M. (2008). Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(2), 122-135.
- Maclellan, E. (2005). Academic achievement: The role of praise in motivating students. Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 6(3), 194-206.
- Margolis, H., & McCabe, P. P. (2003). Self-efficacy: A key to improving the motivation of struggling learners: 1. Preventing School Failure, 47(4), 162.
- McMillan, J. H., & Forsyth, D. R. (1991). What theories of motivation say about why learners learn. New Directions for Teaching and Learning, (45), 39-52.
- Moore, S., Armstrong, C., & Pearson, J. (2008). Lecture absenteeism among students in higher education: A valuable route to understanding student motivation. Journal of Higher Education Policy and Management, 30(1), 15-24.
- Price, F. (2011). E-motivation! the role of popular technology in student motivation and retention. Research in Post-Compulsory Education, 16(2), 173-187.
- Theall, M., & Franklin, J. (1999). What have we learned? A synthesis and some guidelines for effective motivation in higher education. New Directions for Teaching and Learning, (78), 99-109.
- Watson, M., McSorley, M., Foxcroft, C., & Watson, A. (2004). Exploring the motivation orientation and learning strategies of first year university learners. Tertiary Education and Management, 10(3), 193-207.
- Wilkes, C. W., & Burnham, B. R. (1991). Adult learner motivations and electronic distance education. American Journal of Distance Education, 5(1), 43-50.
Increasing Student Participation
- Bonwell, C. C. (1992-1993). Risky business: Making active learning a reality. Teaching Excellence. Centre for Curriculum Development, 4(3).
- Neal, E. (1995-1996). Active learning beyond the classroom. Teaching Excellence. Centre for Curriculum Development, 7(1).
- Neff, R. A., & Weimer, M. (1989). Classroom communication: Collected readings for effective discussion and questioning. Madison WI: Magna Publications.
Permalink
- Price, I. (1999). A Sample of Innovative Teaching Techniques. Center for Teaching and Academic Growth. http://wiki.ubc.ca/File:A_sample_of_Innovative_teaching_techniques.pdf
- Renner, P. (2005). The art of teaching adults: How to become an exceptional instructor & facilitator (10th Anniversary Edition ed.). Vancouver,BC: Training Associates.
- Renner, P. (1993). The art of teaching adults: How to become an exceptional instructor & facilitator. Training Associates Ltd.: Vancouver BC.
- Stocking, S. H., Bender, E. T., Cookman, C. H., Peterson, J. V., & Votaw, R. B. (1998). More quick hits: Successful strategies by award-winning teachers. Bloomingtom, IN: Indiana University Press.
- Weimer, M. (2011, September 21). Practical ideas for improving student participation. Faculty Focus. Retrieved from: http://www.facultyfocus.com/articles/teaching-professor-blog/practical-ideas-for-improving-student-participation/
Student Participation Assessment (Annotated)
- Armstrong, M., & Boud, D. (1983). Assessing participation in discussion: An exploration of the issues. Studies in Higher Education, 8(1), 33-44. Permalink
The ability to communicate in group situations is an important skill required by graduates. Discussed are the difficulty of assessing class participation fairly, the potentially negative effects of assessment on the learning environment, how to choose evaluation criteria, when and how to record class participation, and different types of assessors.
- Chan, A., Chow, P., & Cheung, K. (2004). Student participation index: Student assessment in online courses. (pp. 449-456). BERLIN: SPRINGER-VERLAG BERLIN.
Online courses have been widely used to support teaching and learning in higher education. It is essential to develop methods to properly assess students in online course usages. This paper proposes a student participation index for assessing students in online courses. The index consists of a number of components, such as pages viewed and forum questions read and posted, and associated weights. It has the benefits of being non-course-specific, nonsubjective, extendible and flexible. The development of the index and how it is used to evaluate students are described in the paper. Results indicate that students with higher index usually achieve better grades and vice versa.
- Craven, J. A. I., & Hogan, T. (2001). Assessing student participation in the classroom. Science Scope, 25(1), 36-40. Permalink
Points out the difficulties of student assessment based on classroom participation and recommends a rubric.
- Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess class participation fairly and reliably. Assessment and Evaluation in Higher Education, 30(4), 445-454. Permalink
This article describes a project designed to ensure that class participation in a large introductory commercial law course is assessed fairly and reliably. The subjectivity often associated with this type of assessment is minimized by involving students in the specification of clear criteria and the assessment process as they were asked to assess themselves and their peers. Formative feedback is given mid-way through the semester so that students have the opportunity to take remedial measures where necessary and teachers can reinforce positive behaviour. The data are analyzed to determine the relationships between the assessments given by the students, their peers and tutors. There is evidence of some gender bias in Week 13 that is not consistent with the final marks. Finally, the combining of the individual assessment of the criteria is shown to be a good estimate of the final class participation mark given by the tutors and the students.
- Gopinath, C. (1999). Alternatives to instructor assessment of class participation. Journal of Education for Business, 75(1), 10-14. Permalink
Three classes of business administration students chose the weight to be given class participation in their final course grade. Class A did self and peer assessments of participation, class B self, and class C peer. Self-assessments tended to be higher than instructor and peer. Peer assessment had low reliability but did provide useful feedback.
- Heyman, J. E., & Sailors, J. J. (2011). Peer assessment of class participation: Applying peer nomination to overcome rating inflation. Assessment & Evaluation in Higher Education, 36(5), 605-618. Permalink
Having students actively engaged with each other in discussions has become an increasingly important and common aspect of the classroom environment. This increased emphasis has also meant that instructors need to find ways to effectively and efficiently evaluate class participation. In this paper, we describe the most common method used for these assessments and highlight some of its inherent challenges. We then propose an alternative method based on peer nominations. Two case studies illustrate the advantages of this method; we find that it is both easy for students to complete and provide instructors with valuable diagnostic information with which to provide feedback and assign grades.
- Lyons, P. R. (1989). Assessing classroom participation. College Teaching, 37(1), 36-38. Permalink
Behaviorally anchored rating scales, designed as a performance assessment tool, are applied to the assessment of student participation in classroom discussion for grading purposes. Specific instructions are given for introducing the scales in class and involving students in their use.
- Zaremba, S., & Dunn, D. (2004). Assessing class participation through self-evaluation: Method and measure. TEACHING OF PSYCHOLOGY, 31(3), 191-193.
We describe a method for assessing class participation by having students evaluate their daily verbal and nonverbal contributions and completion of reading assignments. Easy to reproduce and use for record keeping, the measure allows students and faculty to understand each other's perspective on the quality of the student's participation. Students reported that the measure encouraged regular class attendance, active verbal and nonverbal participation, and completion of reading assignments.
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