Designing Contributing Student Pedagogies to Promote Students' Intrinsic Motivation to Learn

Autor/in	Herman, Geoffrey L.
Titel	Designing Contributing Student Pedagogies to Promote Students' Intrinsic Motivation to Learn
Quelle	In: Computer Science Education, 22 (2012) 4, S.369-388 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899-3408
DOI	10.1080/08993408.2012.727711
Schlagwörter	Student Motivation; Learning Motivation; Research Universities; Learner Engagement; Self Determination; Theories; Engineering Education; Large Group Instruction; Federal Aid; Instructional Design; Web 2.0 Technologies; Computer Science Education; Computer Uses in Education; Information Technology; College Students; College Instruction; Student Developed Materials; Course Descriptions + Suchen Sie Ihr Suchwort? Schulische Motivation; Motivation for studies; Lernmotivation; Forschungseinrichtung; Selbstbestimmung; Theory; Theorie; Ingenieurausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer science lessons; Informatikunterricht; Computernutzung; Informationstechnologie; Collegestudent; Hochschullehre; Kursstrukturplan
Abstract	In order to maximize the effectiveness of our pedagogies, we must understand how our pedagogies align with prevailing theories of cognition and motivation and design our pedagogies according to this understanding. When implementing Contributing Student Pedagogies (CSPs), students are expected to make meaningful contributions to the learning of their peers, and consequently, instructors inherently give students power and control over elements of the class. With this loss of power, instructors will become more aware that the quality of the learning environment will depend on the level of students' motivation and engagement rather than the instructor's mastery of content or techniques. Given this greater reliance on student motivation, we will discuss how motivation theories such as Self-Determination Theory (SDT) match and support the use of CSP and how CSP can be used to promote students' intrinsic motivation (IM) to learn. We conclude with examples of how we use principles of SDT to guide our design and use of CSP. We will particularly focus on how we changed the discussion sections of a large, required, sophomore-level class on digital logic and computer organization at a large, research university at relatively low-cost to the presiding class instructor. (Contains 2 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10