The significance of motivation in student-centred learning : a reflective case study

The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive motivational theory to analyse previously collected data, derives three fuzzy propositions which, collectively, suggest that motivation interacts with the whole cycle of episodes in the teachinglearning process. It argues that the development of the higherlevel cognitive competencies that are implied by the term, student-centred learning, must integrate motivational constructs such as goal orientation, volition, interest and attributions into pedagogical practices

Marking complex assignments using peer assessment with an electronic voting system and an automated feedback tool

The work described in this paper relates to the development and use of a range of initiatives in order to mark complex masters' level assignments related to the development of computer web applications. In the past such assignments have proven difficult to mark since they assess a range of skills including programming, human computer interaction and design. Based on the experience of several years marking such assignments, the module delivery team decided to adopt an approach whereby the students marked each other's practical work using an electronic voting system (EVS). The results of this are presented in the paper along with statistical comparison with the tutors' marking, providing evidence for the efficacy of the approach. The second part of the assignment related to theory and documentation. This was marked by the tutors using an automated feedback tool. It was found that the time to mark the work was reduced by more than 30% in all cases compared to previous years. More importantly it was possible to provide good quality individual feedback to learners rapidly. Feedback was delivered to all within three weeks of the test submission datePeer reviewe

Complexity-based learning and teaching: a case study in higher education

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation

Enhancing knowledge management in online collaborative learning

This study aims to explore two crucial aspects of collaborative work and learning: on the one hand, the importance of enabling collaborative learning applications to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness, feedback and support as regards group performance and collaboration. To this end, in this paper we first propose a conceptual model for data analysis and management that identifies and classifies the many kinds of indicators that describe collaboration and learning into high-level aspects of collaboration. Then, we provide a computational platform that, at a first step, collects and classifies both the event information generated asynchronously from the users' actions and the labeled dialogues from the synchronous collaboration according to these indicators. This information is then analyzed in next steps to eventually extract and present to participants the relevant knowledge about the collaboration. The ultimate aim of this platform is to efficiently embed information and knowledge into collaborative learning applications. We eventually suggest a generalization of our approach to be used in diverse collaborative learning situations and domains

How effective is our feedback? : feeding forward and self-regulation

Giving and receiving feedback is based on a number of stages, procedures, and factors that could determine whether the feedback is effective or not. The key stakeholders of feedback are the tutor and the student, who could work together towards building bridges, such as holding dialogues, giving and receiving constructive criticism. Ideally, feedback is not a one-way, top-down approach, where the tutor ‘commands’ the discourse, whilst the student is merely a passive recipient. In whatever form it is delivered, the feedback that is passed on to the student should be more than ‘correcting’ the work; it could involve a communicative approach whereby the tutor passes on salient information that the student may utilise to sharpen his or her work. Hence, the possession of feedback is not solely relegated to the tutor. Instead, there is a transference where the student claims ownership of the feedback, and thus becomes responsible for its implementation. The responsibility to do so should not be perceived by the student as though he or she were doing a favour to their tutor, but an action which is undertaken for their own personal benefit and gain. Rather than feeding ‘back’, it is transformed to feeding ‘forward’, as the tutor provides suggestions that help shape future writing or assigned work. This paper, which is the result of a doctoral study conducted by the author, aims to present some benefits and challenges of feedback. Whilst exploring various areas of feedback, it suggests that, by revisiting practices, perceptions, and conceptualisations, there can be a shift towards feed forward and eventually offer the possibility of harnessing students’ autonomy and self-regulation.peer-reviewe

Squaring the circle: a new alternative to alternative-assessment

Many quality assurance systems rely on high-stakes assessment for course certification. Such methods are not as objective as they might appear; they can have detrimental effects on student motivation and may lack relevance to the needs of degree courses increasingly oriented to vocational utility. Alternative assessment methods can show greater formative and motivational value for students but are not well suited to the demands of course certification. The widespread use of virtual learning environments and electronic portfolios generates substantial learner activity data to enable new ways of monitoring and assessing students through Learning Analytics. These emerging practices have the potential to square the circle by generating objective, summative reports for course certification while at the same time providing formative assessment to personalise the student experience. This paper introduces conceptual models of assessment to explore how traditional reliance on numbers and grades might be displaced by new forms of evidence-intensive student profiling and engagement

Living up to our students’ expectations – using student voice to influence the way academics think about their undergraduates learning and their own teaching

Understanding the student learning experience is essential if Higher Education Institutions (HEI) are to provide an education for the 21st century. This study investigated students’ perspectives on their learning experiences and offered undergraduates a chance to influence the way academics think about learning and teaching.Participants were drawn from two UK HEIs and a semi structured focus group approach was adopted. A total of nine focus groups consisting of 3-7 participants were drawn from across all Sport degree year groups in both institutions. Assessment, pedagogy and teacher characteristics emerged as primary concerns across both institutions. Assessment was appreciated by all students as key to their learning but was exposed as being overly traditional and rigid in its application. Students were unanimous in their support for small group pedagogies, rejecting traditional powerpoint dominated lecturing styles. The emphasis on the behaviour of, and delivery by, tutors was noteworthy.Students appraised the development of their academic skills and confidence, linking these to motivation, knowledge, self-awareness and critical reflection. In doing so they understood the impact of inconsistencies in tutors’ teaching practices. The onus is on every tutor to combine imaginative assessment with dynamic and relational experiences in order to provide a strong foundation for flexible, reflective and creative graduates