Name
Abstract | ||
|---|---|---|
Understanding student motivation is an essential aspect of effective course design. Since motivations are related to learning outcomes ranging from critical thinking to creativity to lifelong learning, helping students develop positive motivations toward learning is critical for the engagement and success of tomorrow's STEM graduates. In this workshop, we explore the specific roles that instructors may play in influencing students' activity-level, or situational, motivation. The workshop offers an opportunity for instructors to directly apply motivation theory and empirical research findings to practical course design, and to identify specific ways in which they may positively influence their students' motivational responses in the classroom. |
Year | DOI | Venue |
|---|---|---|
2014 | 10.1109/FIE.2014.7044120 | FIE |
Keywords | Field | DocType |
behavioural sciences,education,course design,empirical research findings,instructors influence,motivation theory,student motivation,autonomy,curriculum design,motivation,self-determination,engineering education,psychology | Motivation theory,Sociology,Engineering education,Knowledge management,Critical thinking,Pedagogy,Situational ethics,Lifelong learning,Creativity,Empirical research | Conference |
ISSN | Citations | PageRank |
0190-5848 | 0 | 0.34 |
References | Authors | |
0 | 4 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Jonathan Stolk | 1 | 2 | 6.78 |
| Zastavker, Y.V. | 2 | 0 | 0.34 |
| Dillon, A. | 3 | 1 | 0.92 |
| Gross, M.D. | 4 | 0 | 0.34 |