Literaturnachweis - Detailanzeige
| Autor/inn/en | Clinton-Lisell, Virginia; Gwozdz, Lindsey |
|---|---|
| Titel | Understanding Student Experiences of Renewable and Traditional Assignments |
| Quelle | In: College Teaching, 71 (2023) 2, S.125-134 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Clinton-Lisell, Virginia) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-7555 |
| DOI | 10.1080/87567555.2023.2179591 |
| Schlagwörter | Student Experience; Assignments; Social Justice; Student Motivation; Competence; Interpersonal Relationship; Open Education; Self Determination; College Students |
| Abstract | Renewable assignments are student created artifacts that have value outside of courses. However, more empirical inquiry in renewable assignments grounded in theoretical frameworks is necessary. In this study, students (N = 69) engaged in renewable assignments and were asked to report on their perceptions based on the self-determination theory of motivation and social justice principles. Overall, students reported higher levels of motivation as well as more opportunity to represent their identities for renewable assignments than traditional assignments. Students who opted to publicly share reported higher levels of competence and relatedness than did students who did not opt to publicly share. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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