Student Motivation And Engagement

Rubin, M. (2012). Working-class students need more friends at university: A cautionary note for Australia’s higher education equity initiative. Higher Education Research and Development, 31, 431-433.

by Mark Rubin

I argue that working-class students need to be better integrated into social life at university in order for them to... more I argue that working-class students need to be better integrated into social life at university in order for them to have a better opportunity to succeed. I discuss this issue in the context of (a) a recent meta-analyses showing the working-class students are less integrated at university than middle-class students and (b) the Australian Government's recent initiative to increase the number of working-class students at Australian universities.

Cross-Cultural Validation of the Sense of Self (SoS) Scale in Chinese and Filipino Settings

by Ronnel King

This study explored the cross-cultural applicability of the Sense of Self (SoS) scale within the Asian context.... more This study explored the cross-cultural applicability of the Sense of Self (SoS) scale within the Asian context. Adolescent high school students in Hong Kong and the Philippines were asked to complete the 26-item SoS which captures students’ sense of purpose, self-reliance, negative self-concept, and positive self-concept. Preliminary analysis showed that internal reliability coefficients of the SoS were generally adequate for the two groups of participants. Separate confirmatory factor analyses indicated a good fit for the hypothesized four-factor model in Hong Kong and the Philippines. Multi-group confirmatory factor analyses indicated invariant factor loadings for the SoS across the two contexts.

Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds

by Ilana Horn

Discursive enactment of power in Iranian high school EFL classrooms

by Faiz Sathi Abdullah

Co-authored with Kobra Hosseini; published in GEMA Online Journal of Language Studies, Volume 12(2), Special Section, May 2012, pp. 375-392.

Teachers’ dominance in teaching environments has been criticized as an oppressive educational practice by critical... more Teachers’ dominance in teaching environments has been criticized as an oppressive educational practice by critical theories of education. While critical pedagogy that espouses a problem-posing model of education has sought to promote a more equitable and dialogical teacher-student partnership and to transform the oppressive conditions of the ESL/EFL classroom, the claimed potential of the approach has had only limited success in practice. Drawing upon Fairclough’s approach to critical discourse analysis to make for a principled analysis of EFL classroom practice, this study investigated the discoursal features of unequal power relations in Iranian high school EFL classes. The data was collected via observation of two classrooms, one located in an urban area and the other in a semi-urban area of Iran. The analysis of the observation data, which included transcripts of classroom lessons as well as field notes, indicated that teachers played a disproportionately dominant role to the extent that the students were kept
apparently passive and powerless via a range of discursive strategies including maximizing teacher-controlled talking time, turn-taking, topic control, modes of meaning-construction, and elicitation strategies. The findings of this study are expected
to provide critical and emancipatory insights into ESL/EFL classroom practice and contribute to the transformation of its status quo.

In-Class Text Chat in Classroom English Writing

by Barry Lee Reynolds

Reynolds, B.L., Anderson, T.A.F., & Shadiev, R. (2009). In-class text chat in classroom English writing. Proc. of The 4th Chinese/English as a Second Language Conference on Reading and Writing Instruction (pp. 75-80). Jhongli: National Central University Language Center.

Examining US college students' attitudes towards science: Learning from non-science majors

by Thalia Mulvihill

Cook, M. and Mulvihill, T. (2008). Examining students’ attitudes toward science and scientific literacy in a non-science major, interdisciplinary course. Educational Research and Reviews (ERR), 2(11), pp. 38 – 47.

WTF? Detecting Students who are Conducting Inquiry Without Thinking Fastidiously.

by Jaclyn Ocumpaugh

co-authored with Wixon, Michael, Ryan S.J.d. Baker, Janice Gobet, and Mathew Bachman

20th annual conference on User Modeling, Adaption, and Personalization (UMAP)  20th annual conference on User Modeling, Adaption, and Personalization (UMAP) 

Towards Sensor-Free Affect Detection in Cognitive Tutor Algebra

by Jaclyn Ocumpaugh

Co-authored with: S.J.d. Baker, Ryan, Sujith M. Gowda, Michael Wixon, Jessica Kalka, Angela Z. Wagner, Aatish Salvi, Vincent Aleven, Gail W. Kusbit, and Lisa Rossi.  For the 5th International Conference on Educational Data Mining.

The Principle and Practices Behind the Success of Abdul Sattar Edhi

by Uzair Mughal

"This project focuses on the life and successes of Abdul Sattar Edhi in the context of the Meaningful Life... more "This project focuses on the life and successes of Abdul Sattar Edhi in the context of the Meaningful Life Framework. We will analyze these under the broad headings which come under the Meaningful Life Framework: Strategic Visions, Strategic Time Management, Competence and Leadership."

Note - The Meaningful Life framework has been developed by Suleiman Ahmer and is used in some of the workshops conducted by his consulting firm, Timelenders.

Stimulating curiosity to enhance learning

by Graham Pluck

Encouraging Engagement in Game-Based Learning

by Nicola Whitton

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners.... more It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging–either in terms of an initial motivation to play or sustained participation. This paper describes the Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project, which experienced unexpectedly low motivation and participation. Despite extensive marketing, only a small fraction of potential students participated in the game and of those a far smaller number were highly engaged. Evidence from the project is presented and the reasons for the lack of engagement in the game created are considered. Finally the paper reflects on ways in which engagement with game-based learning might be encouraged.

Development of the University Experience Survey: Report on findings from secondary sources of information

by Nigel Palmer

Palmer, N. (2011). Development of the University Experience Survey: Report on findings from secondary sources of information. In A. Radloff, H. Coates, R. James & K.-L. Krause (Eds.), Report on the Development of the University Experience Survey. Canberra, Australia: Department of Education, Employment and Workplace Relations. Available at http://www.deewr.gov.au/HigherEducation/Policy/Pages/UniversityExperienceSurvey.aspx

In 2010 the Australian Government commissioned the development of a survey focussing on the student experience with... more In 2010 the Australian Government commissioned the development of a survey focussing on the student experience with the broad aims of improving transparency, supporting Performance Funding, and stimulating continuous improvement. The survey complements other initiatives proposed as part of the Advancing Quality in Higher Education initiative, which include the Collegiate Learning Assessment, a composite Teaching Quality Indicator and working with Graduate Careers Australia (GCA) to review and improve the Australian Graduate Survey (AGS) (DEEWR, 2011a).

Surveys of the student experience play an important role for institutions in higher education quality assurance. In recent decades they have been used by governments to monitor and incentivise performance. They also offer important insights into the extent to which the university experience measures up with the expectations and needs of students themselves.
The purpose of this paper is to inform development of the Australian Government’s University Experience Survey (UES) through outlining challenges in defining the student experience, broader aims for which surveys of the student experience might be developed, and background on the characteristics and use of existing instruments. While no single instrument reflecting the student experience can serve every conceivable purpose, this paper takes stock of opportunities to build on the strengths of existing measures.

Case History 2: University of Arizona South: Teaching with Technology

by Max Lieberman

Co-authored with Wayne Brent, Ph.D. and Connie Hackathorn, M.S. Published in Sheldon, Lee. "The Multiplayer Classroom: Designing Coursework as a Game." 2012, Course Technology: Boston, MA. 81-91.

Game Attributes and Mechanics in Education (GAME) is an experimental project designed to improve learning outcomes for... more Game Attributes and Mechanics in Education (GAME) is an experimental project designed to improve learning outcomes for students in blended classroom/online educational environments. GAME draws on the work of game designers, educational researchers and educational theorists to develop technology and teaching methodology that work together. GAME can be viewed as a case study on “gamification,” intended to explore ways in which games may teach more effectively than traditional educational methods.

Student Induction: A Critical Appraisal of Civil Engineering Undergraduate Perceptions of the Transition to Tertiary Education.

by Robert Eadie

REFERENCE Eadie R, and Millar P (2011), Student Induction: A Critical Appraisal of Civil Engineering Undergraduate Perceptions of the Transition to Tertiary Education. CEBE Transactions, Vol. 8, Issue 1, August 2011 pp 60-73 available on-line at http://www.cebe.heacademy.ac.uk/transactions/pdf/RobertEadie8(1).pdf

Co-authored with Phillip Millar

University induction programmes have been suggested as a means of increasing retention and easing student transition... more University induction programmes have been suggested as a means of increasing retention and easing student transition to higher academic study and the broader university experience. This paper evaluates different elements of an induction programme for Civil Engineering undergraduates, in particular, focusing on a week of planned activities designed to promote student engagement and an early professional approach to study and personal development. A description and rationale for the activities are presented alongside an analysis of student perceptions and feedback on elements of the induction programme. Construction and testing of model bridges proved the most popular activity followed by presentations from professional representatives of the Institution of Civil Engineers. Site visits to a highway scheme and wastewater treatment works ranked third. Feedback indicates that most students were satisfied or very satisfied with induction activities and that
planning and resources invested in an induction process produces early student engagement. A series of generic conclusions are offered which may be of help in developing
induction programmes elsewhere.

The Impact of Peer Feedback on Improving the Writing skills among Hebron University Students أ ىدل ةيزيلجنلإا ةغللاب ةباتكلا تاراھم نيسحت يف نارقلاا نم …

by Mohmmed Farrah

Enhancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL

by Mohmmed Farrah

Dr. Mohammed Farrah- Chairperson, English Department- Hebron University
Hebron, Palestine
mfarrah2006@yahoo.com
published in Hebron University Research Journal  (Humanities)
Vol.(5), No.(2),2010

This study investigates enhancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL.... more This study investigates enhancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL. The study was conducted at the English Department in Hebron University in the second semester of the academic year 2008 2009. The focus of the study is the Integrated Language Skills course. The population comprised 104 students. The students took the reading and writing portions of a standardized English language test, and a questionnaire was used to assess the achievement of the control group and the experimental group. The two researchers investigated whether there was a significant difference between the two groups in four dimensions, namely, computter anxiety, computer importance, attitudes, and productivity. The results indicate that CALL enhanced the Reading and Writing skills as evidenced by the statistically significcant differences in the post-test between the control group and the experimental group. Also, using CALL has been shown to include the added advantages of promoting mottivation, increasing self-confidence, encouraging learner-centeredness and decreasing the anxiety felt by the students. Moreover, CALL makes EFL enjoyable, meaningful, motivating relevant, and exciting. Finally, the results of this study revealed that using
CALL enhances the reading and writing skills and proficiency of English majors. The two researchers conclude by offering some practical recommendations on using CALL to enhance English language skills of English majors at Hebron University.

What Motivates Higher Achievers in Japanese Senior High School?

by Thomas Lockley

Published in "The School House".
http://www.juniorseniorhighsig.org/wordpress/?page_id=8

In 2003 the Japanese ministry of Education (MEXT) published "The National Action Plan to Cultivate 'Japanese with... more In 2003 the Japanese ministry of Education (MEXT) published "The National Action Plan to Cultivate 'Japanese with English Abilities'". It stated as one of its main aims the fostering of “a positive attitude toward communication through foreign languages” (MEXT, 2003). This paper, by means of a content analysis of 51 student essays entitled “My High School English Lessons”, investigates what Japanese students report as fostering a positive attitude towards language learning. It discusses issues raised by the content analysis with reference to some relevant literature.

2003年に、文部科学省は、「英語が使える日本人」の育成のための行動計画と題した戦略構想を発表した。この構想の主な目的は、「外国語を通してコミュニケーション能力」を育成することにある。私は、この研究において、日本の英語教育における最近の課題に着目している。そして私の51人の学生の「私の学校の英語の授業」という題のエッセイを内容分析して、何が学生の言語学習に対する意欲を高めているのかということについて考えてみた。また、学生が英語嫌いになる原因についても調べ、さらに内容分析によって挙げられたいくつかの課題を議論し、課題を解決しうる方法も述べようと思う。特に注目している課題は、日本の高等学校において、日本国籍の英語教諭と英語を母国語としている英語教諭への学生の認識の違いである。同様に、オーラルコミュニケーションの授業、試験、英語の授業態度の様子などについても述べようと思う。

Using a Satisfaction Index to Compare Students’ Satisfaction During and After Higher Education Service Consumption

by Paulo Duarte

Published in Tertiary Education and Management Vol. 18, Nº 1, 17-40

Co-authored with Mário Lino Raposo, Helena Maria Alves

This study explores the factors that influence student’s satisfaction with higher education services and assess how... more This study explores the factors that influence student’s satisfaction with higher education services and assess how they change after graduation, when students’ enter the labour market, To achieve the objectives, a survey was performed on two occasions, 2002 and 2008. Data on satisfaction was collected from current and former students in order to test the conceptual model of satisfaction formation using Partial Least Squares (PLS) path modelling and estimate the satisfaction Index.

The results show that the overall satisfaction level is almost similar in the two samples, nevertheless, the weights in the explanatory model of satisfaction changed between the two
samples. With an exception to quality perception, all other factors show an increase in importance.

This paper presents an innovative approach to student’s satisfaction with higher education services as it compares current and former students’ satisfaction and extends current knowledge on the importance of professional experience on satisfaction.

The Validity and Reliability Study of the Turkish Version of the Motivated Strategies for Learning Questionnaire

by Halil Eksi

Şener BÜYÜKÖZTÜRK, Özcan Erkan AKGÜN
Özden ÖZKAHVECi, Funda DEMiREL
Educational Sciences: Theory & Practice
4 (2) •  / November 2004 • 231-239

The purpose of this study is to adapt The Motivated Strategies for Learning Questionnaire to
Turkish. After... more The purpose of this study is to adapt The Motivated Strategies for Learning Questionnaire to
Turkish. After examining and confirming equivalency between English and Turkish versions,
the scale was administered to 852 students from two universities. In order to examine the validity
and reliability properties of the questionnaire, exploratory factor analysis, confirmatory factor
analysis, Cronbach Alpha correlation coefficients, corrected item-total correlations and t-tests
between items’ means of upper 27%-lover 27% points were used. Results of these analyses show
that the first subscale, Motivation, has six factors, and the second subscale, Learning Strategies,
has nine factors. The Cronbach alpha coefficients varied between 0.86 and 0.41. Corrected item
total correlations ranged 0.66 to 0.19. According to t-test results, differences between each item’s
means of upper 27 % and lower 27 % points are significant.

The Stamp of Approval: Motivating Students towards Independent Learning

by Michael Stout

Co-authored with Gerald Talandis Jr., Clair Taylor, Daniel Beck, Darrell Hardy, Clare Murray, and Keiko Omura. Published in The Bulletin of Toyo Gakuen Un iversity

In 2006,theToyo Gakuen University(Togaku)English Education Development Center (EEDC) established an English Lounge in... more In 2006,theToyo Gakuen University(Togaku)English Education Development Center (EEDC) established an English Lounge in order to encourage students to study English outside class, provide access to online learning resources, and create opportunities for social interaction in English. In short, the aim of the lounge was to promote learner autonomy. However, this facility remained underused, and few students engaged in in- dependent English study outside of class time. A Stamp Card system was designed for the 2009 school year promoting autonomous learning and trialed by one teacher with a single class. Based on the outcomes of this project and discussion with other EEDC instructors, the cards were revised for the 2010 year. The system was implemented by several EEDC teachers in a collaborative attempt to increase learner autonomy and lounge attendance. This paper evaluates the first semester of using the cards in a coordinated manner, examining teacher reflections on how the cards were used in classes, usage data, and student feedback gleaned from an end-of-term questionnaire. It also discusses ideas for future improvement.