Conceptions of Learning and Intrinsic Motivation in Different Learning Environments

Teaching bioengineering using a blended online teaching and learning strategy: a new pedagogy for adapting classrooms in developing countries

Research and academia have been recently affected by the Coronavirus (COVID-19), and physical classrooms and laboratory experiments have been affected significantly due to the recent laboratory closures. This has led to innovative approaches to curb this problem. To address these difficulties in teaching bioengineering related courses that is of significant interest to students of the Faculty of Engineering in Ahmadu Bello University, Zaria, Nigeria, and of course, useful for engineering-based higher education institutions (HEI), a transitional pedagogy: Communicate, Active, Collaborate, Problem-based Solving, Learning and Assessment (CACPLA), which encompasses blended learning, was developed as a new teaching and learning strategy. In this study, we show that this new strategy can initiate a steady transition from physical classrooms to full online instruction for some subjects in engineering. This method has been trialled as an exercise for a module as part of an envisioned biomedical engineering degree programme which can be integrated with local industries and research institutions in sub-Saharan Africa. The teaching materials and environment were carefully designed and 253 students of third and final year classes participated as the experimental group. Also, the effect of critical thinking, pre-lecture, and post lecture on the overall performance of the students was assessed. Two questionnaires were designed for data collection, (a) for technical questions, (b) for receptiveness. The result of a student survey suggests favourable reception of the teaching methodology, which aided their understanding of the general bioengineering concept as applied to the materials chemistry and mechanical measurements context. It was noticed that 80% of the students indicated that the blended learning method was sufficient in achieving the learning outcomes of the study. The method is envisioned as a useful and sustainable complement to traditional teaching pedagogies and workshops due to the convenience and relatively high accessibility to Zoom and Google Meet Apps which can be readily employed without incurring significant costs.

An effective blended online teaching and learning strategy during the COVID-19 pandemic

The shift to distance teaching and learning during the COVID-19 pandemic brought about a real challenge for both instructors and students. To face these difficulties in teaching undergraduate Chemistry courses at the University of Santo Tomas, a blended learning strategy in the context of teaching and learning of Physical Chemistry 1 and Analytical Chemistry for Chemical Engineering students were employed. Here, we present an online strategy that facilitated the transition from traditional face-to-face learning to full online instruction. This is a five-component blended learning strategy referred to as Discover, Learn, Practice, Collaborate and Assess (DLPCA). In DLPCA, the asynchronous part of the teaching was achieved through broadcast of pre-recorded lecture videos on YouTube to allow students to study and progress with learning at their own pace. The synchronous part of the teaching was conducted using video conferencing platforms, such as Zoom or Google Meet. The DLPCA strategy was presented and discussed to the students prior to its implementation. The analysis of the teaching and learning experience based on three indicators (i) student’s learning experience, (ii) student’s academic performance and (iii) instructor observations showed that DLPCA had a positive impact on students and instructors. The identified challenges were stability of internet connection and instructor’s familiarity with readily available internet-based teaching tools, such as video conferencing software. Instructors must also find means to improve their interaction with students and maintain student interest and engagement during online classes. The survey also indicated that most of the students are satisfied with the DLCPA strategy. Hence, this strategy is considered a manageable and effective alternative that can be adapted to full online instruction to other undergraduate Chemistry lecture courses. Overall, the findings and insights in this study will add valuable resources for further hybrid instruction in the post-COVID-19 time in higher education.

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher's interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher's interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

Metacognition is the ability of learners to take necessary steps to plan suitable strategies for solving the problems they face, to evaluate consequences and outcomes and to modify the approach as needed, based on the use of their prior knowledge. Metacognition helps learners to successfully achieve a personal goal by choosing the right cognitive tool for this purpose. The study, therefore, aims to explain the relationship and impact of metacognitive awareness and academic motivation on student's academic achievement. This descriptive and correlational study design has included 200 students (60 males) studying sociology in the College of Mass Communication and Humanities at Ajman University, UAE. Academic intrinsic motivations scale and the metacognitive awareness inventory were used as instruments. PLS-SEM was used to examine the relationship between metacognitive awareness and academic motivation, and their impact on academic achievement. Females obtained significantly higher levels than males on the two scales of metacognitive awareness, as shown in metacognitive knowledge. Females reported a higher-level academic extrinsic motivation than males. There is a highly significant correlation between the students' academic achievement and academic motivation; academic achievement and academic intrinsic motivation; academic achievement and academic extrinsic motivation. Metacognitive awareness is a major contributor to success in learning and represents an excellent tool for the measurement of academic performance.

Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed and instruction-based learning

BACKGROUND

There is a concern that traditional instruction based methods of learning do not adequately prepare students for the challenges of physical therapy practice. Self-directed learning is considered to be the most appropriate educational approach to enhance life-long learning as it enhances self-efficacy. This study compares outcomes in two educational approaches: self-directed learning (SDL), and traditional instruction based learning (IBL).

METHODS

In this non-randomized experimental study two groups of second year physiotherapy students were compared using pre-post-test assessments. Study results (both knowledge and physiotherapy performance), and self-reported self-efficacy were used as outcome variables. Study results from the end of year 1 and the end of year two were retrieved form the student information system. Self-reported variables including general and physical therapy self-efficacy were assessed using an online questionnaire which was completed at the start and the end of year two. Changes in self-efficacy were analysed using a repeated measures multivariate ANOVA.

RESULTS

A total of 174 students were enrolled in the second year, of which 108 (62%) agreed to participate in the online questionnaire. The online questionnaire at baseline (September 2015) was completed by 27 students in the SDL condition compared to 81 students in the IBL condition. There were no statistical differences at baseline between both educational approaches on any of the variables in the study. At the end of year two, there was no difference between both conditions in indicators of study results: knowledge and performance. Perceived self-efficacy in functioning as a physical therapist increased between both assessments. However, this increase was observed in both condition, and the difference between both conditions was not statistically significant.

CONCLUSIONS

Self-directed learning and traditional instruction based learning result in equal study outcome and self-efficacy at the end of year two. More research is needed to determine the long term outcome that is most relevant for lifelong learning, and which students will benefit most from this approach. Nonetheless, self-directed learning might be an important alternative for instruction-based l education.

Kaj študente zdravstvene nege motivira za učenje in kako ocenjujejo simulirano klinično usposabljanje

Uvod: Način in organiziranost študija, dostopnost do gradiv, odnos do študentov in študijska klima lahko vplivajo na zunanjo motivacijo študentov. Namen raziskave je bil ugotoviti motivacijske dejavnike za študij pri študentih zdravstvene nege in kakšen pomen pripisujejo simuliranemu kliničnemu usposabljanju. Metode: Raziskava je potekala leta 2011 na Zdravstveni fakulteti Univerze v Ljubljani. Uporabljena je bila opisna kvantitativna metoda dela, podatki so bili zbrani z anketiranjem študentov drugega in tretjega letnika zdravstvene nege. Pri raziskavi je sodelovalo 159 naključno izbranih študentov, uporabili smo strukturiran vprašalnik in petstopenjsko lestvico. Vprašalnik je bil razdeljen na tri sklope: motivacija, zadovoljstvo in stroški študija. Podatki so bili analizirani z opisno in bivariatno statistiko. Rezultati: Želja po pridobivanju dodatnega znanja (x = 4,3) in želja po višji izobrazbi (x = 4,26) sta se najvišje uvrstila na petstopenjski lestvici motivacijskih dejavnikov. Nekaterih negovalnih intervencij študentje na kliničnem usposabljanju še niso imeli možnosti izvesti (x = 3,97), menijo pa, da je bilo v simuliranem kliničnem okolju dovolj časa za izvajanje negovalnih intervencij (x = 1,91). Diskusija in zaključek: Študentje so visoko notranje motivirani za študij zdravstvene nege. Menijo, da je simulirano klinično usposabljanje pomembno za pridobivanje teoretičnih in praktičnih znanj.