Increasing Learning Motivation and Student Engagement through the Technology- Supported Learning Environment
Author(s)
Yung-Ting Chuang
Affiliation(s)
Department of Information Management, National Chung Cheng University, Chia-Yi County, Taiwan.
Department of Information Management, National Chung Cheng University, Chia-Yi County, Taiwan.
ABSTRACT
Education is one of the most important elements in our lives because it is a direct way to broaden our knowledge. In order to enhance academic learning experience, an increasing number of instructors are changing their pedagogies to make their students socially active in class participation. In this article, the author describes how the development and implementation of the technology-supported learning environment will be beneficial in student and instructor engagement and the overall learning motivation. The author first provides detailed implementation of the technology-supported learning environment. Next, she explains how to utilize such environment to increase in-class participation and to support collaborative learning. She then examines students’ overall learning and feedback, and analyzes the costs and benefits of this pedagogy. Finally, she concludes that this environment can promote greater classroom engagement and support collaborative learning.
Education is one of the most important elements in our lives because it is a direct way to broaden our knowledge. In order to enhance academic learning experience, an increasing number of instructors are changing their pedagogies to make their students socially active in class participation. In this article, the author describes how the development and implementation of the technology-supported learning environment will be beneficial in student and instructor engagement and the overall learning motivation. The author first provides detailed implementation of the technology-supported learning environment. Next, she explains how to utilize such environment to increase in-class participation and to support collaborative learning. She then examines students’ overall learning and feedback, and analyzes the costs and benefits of this pedagogy. Finally, she concludes that this environment can promote greater classroom engagement and support collaborative learning.
KEYWORDS
Instructional Design, Group Activities, Collaborative Learning, Surveys/Feedbacks, Technology
Instructional Design, Group Activities, Collaborative Learning, Surveys/Feedbacks, Technology
Cite this paper
Chuang, Y. (2014) Increasing Learning Motivation and Student Engagement through the Technology- Supported Learning Environment. Creative Education, 5, 1969-1978. doi: 10.4236/ce.2014.523221.
Chuang, Y. (2014) Increasing Learning Motivation and Student Engagement through the Technology- Supported Learning Environment. Creative Education, 5, 1969-1978. doi: 10.4236/ce.2014.523221.
References
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http://dx.doi.org/10.1787/5kmbjxzrmc0p-en [8] Gabbert, B., Johnson, D. W., & Johnson, R. T. (1986). Cooperative Learning, Group-to-Individual Transfer, Process Gain, and the Acquisition of Cognitive Reasoning Strategies. The Journal of Psychology, 120, 265-278.
http://dx.doi.org/10.1080/00223980.1986.10545253 [9] Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. [10] Hake, R. R. (2001). Lessons from the Physics-Education Reform Effort. arXiv preprint physics/0106087. [11] Hertel, J. P., & Millis, B. J. (2002). Using Simulations to Promote Learning in Higher Education: An Introduction. Stylus Publishing, LLC. [12] Kirschner, P. A. (2001). Using Integrated Electronic Environments for Collaborative Teaching/Learning. Learning and Instruction, 10, 1-9.
http://dx.doi.org/10.1016/S0959-4752(00)00021-9 [13] Kuh, G. D., & Hu, S. (2001). The Relationships between Computer and Information Technology Use, Selected Learning and Personal Development Outcomes, and Other College Experiences. Journal of College Student Development, 42, 217-232. [14] McLoughlin, C., & Luca, J. (2000). Cognitive Engagement and Higher Order Thinking through Computer Conferencing: We Know Why but Do We Know How. In Flexible Futures in Tertiary Teaching, Proceedings of the 9th Annual Teaching Learning Forum (pp. 2-4). [15] Meyers, C., & Jones, T. B. (1993). Promoting Active Learning: Strategies for the College Classroom. San Francisco, CA: Jossey-Bass Inc. [16] Newman, D. R., Webb, B., & Cochrane, C. (1995). A Content Analysis Method to Measure Critical Thinking in Face-to-Face and Computer Supported Group Learning. Interpersonal Computing and Technology Journal, 3, 56-77. [17] Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students (Vol. 2). In K. A. Feldman (Ed.). San Francisco, CA: Jossey-Bass. [18] Pollock, S. J. (2006). Transferring Transformations: Learning Gains, Student Attitudes, and the Impacts of Multiple Instructors in Large Lecture Courses. 2005 Physics Education Research Conference, 818, 141-144. [19] Sharan, S. (1980). Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations. Review of Educational Research, 50, 241-271.
http://dx.doi.org/10.3102/00346543050002241 [20] Shulman, L. S. (2002). Making Differences: A Table of Learning. Change: The Magazine of Higher Learning, 34, 36-44.
http://dx.doi.org/10.1080/00091380209605567 [21] Sills, T., Digby, A., & Russ, P. (1991). Cooperative Learning: A Guide to Research. New York: Garland. [22] Srinivas, H. (2014). Collaborative Learning.
http://www.gdrc.org/kmgmt/c-learn [23] Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-Supported Collaborative Learning: An Historical Perspective. In Cambridge Handbook of the Learning Sciences (pp. 409-426). [24] Vygotsky, L. S. (1980). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
[1] Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative Learning Techniques: A Handbook for College Faculty. Hoboken, NJ: John Wiley & Sons. [2] Barron, B. (2003). When Smart Groups Fail. The Journal of the Learning Sciences, 12, 307-359.
http://dx.doi.org/10.1207/S15327809JLS1203_1 [3] Bruffee, K. A. (1999). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore, MD: Johns Hopkins University Press. [4] Caldwell, J. E. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE-Life Sciences Education, 6, 9-20.
http://dx.doi.org/10.1187/cbe.06-12-0205 [5] Dillenbourg, P., Baker, M. J., Blaye, A., & O’Malley, C. (1995). The Evolution of Research on Collaborative Learning. In Learning in Humans and Machine: Towards an Interdisciplinary Learning Science (pp. 189-211). Oxford: Elsevier. [6] Edgerton, R. (1997). Higher Education White Paper. Pew Charitable Trusts. [7] Fisher, K. (2010). Technology-Enabled Active Learning Environments: An Appraisal (No. 2010/7). OECD Publishing.
http://dx.doi.org/10.1787/5kmbjxzrmc0p-en [8] Gabbert, B., Johnson, D. W., & Johnson, R. T. (1986). Cooperative Learning, Group-to-Individual Transfer, Process Gain, and the Acquisition of Cognitive Reasoning Strategies. The Journal of Psychology, 120, 265-278.
http://dx.doi.org/10.1080/00223980.1986.10545253 [9] Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. [10] Hake, R. R. (2001). Lessons from the Physics-Education Reform Effort. arXiv preprint physics/0106087. [11] Hertel, J. P., & Millis, B. J. (2002). Using Simulations to Promote Learning in Higher Education: An Introduction. Stylus Publishing, LLC. [12] Kirschner, P. A. (2001). Using Integrated Electronic Environments for Collaborative Teaching/Learning. Learning and Instruction, 10, 1-9.
http://dx.doi.org/10.1016/S0959-4752(00)00021-9 [13] Kuh, G. D., & Hu, S. (2001). The Relationships between Computer and Information Technology Use, Selected Learning and Personal Development Outcomes, and Other College Experiences. Journal of College Student Development, 42, 217-232. [14] McLoughlin, C., & Luca, J. (2000). Cognitive Engagement and Higher Order Thinking through Computer Conferencing: We Know Why but Do We Know How. In Flexible Futures in Tertiary Teaching, Proceedings of the 9th Annual Teaching Learning Forum (pp. 2-4). [15] Meyers, C., & Jones, T. B. (1993). Promoting Active Learning: Strategies for the College Classroom. San Francisco, CA: Jossey-Bass Inc. [16] Newman, D. R., Webb, B., & Cochrane, C. (1995). A Content Analysis Method to Measure Critical Thinking in Face-to-Face and Computer Supported Group Learning. Interpersonal Computing and Technology Journal, 3, 56-77. [17] Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students (Vol. 2). In K. A. Feldman (Ed.). San Francisco, CA: Jossey-Bass. [18] Pollock, S. J. (2006). Transferring Transformations: Learning Gains, Student Attitudes, and the Impacts of Multiple Instructors in Large Lecture Courses. 2005 Physics Education Research Conference, 818, 141-144. [19] Sharan, S. (1980). Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations. Review of Educational Research, 50, 241-271.
http://dx.doi.org/10.3102/00346543050002241 [20] Shulman, L. S. (2002). Making Differences: A Table of Learning. Change: The Magazine of Higher Learning, 34, 36-44.
http://dx.doi.org/10.1080/00091380209605567 [21] Sills, T., Digby, A., & Russ, P. (1991). Cooperative Learning: A Guide to Research. New York: Garland. [22] Srinivas, H. (2014). Collaborative Learning.
http://www.gdrc.org/kmgmt/c-learn [23] Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-Supported Collaborative Learning: An Historical Perspective. In Cambridge Handbook of the Learning Sciences (pp. 409-426). [24] Vygotsky, L. S. (1980). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.