scholarly journals Designing the Design Experience - Identifying Factors of Student Motivation in Project-Based Learning and Project-Based Service-Learning

2020 ◽  
Author(s):  
Lauren Cooper ◽  
Daria Kotys-Schwartz
Keyword(s):  
Service Learning ◽  
Student Motivation ◽  
Project Based Learning ◽  
Design Experience

Using Random Forests to Identify Factors of Student Motivation in a Project-Based Learning Course

2012 ◽  
Author(s):  
Lauren Cooper ◽  
Daria Kotys-Schwartz ◽  
Derek Reamon
Keyword(s):  
Random Forest ◽  
Service Learning ◽  
Student Motivation ◽  
Learning Experience ◽  
Project Based Learning ◽  
Research Focus ◽  
University Of Colorado ◽  
Service Project ◽  
Component Design ◽  
The University

Grounded in motivation theory, the purpose of this research is to use random forest analysis to identify factors of motivation of students who participate in a project-based learning experience. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2011, was completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder served as the research focus. Specifically, project-based service-learning curriculum was implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation was studied. This paper discusses the research design, theoretical framework, data analysis methods, and random forest results. Our findings indicate that students’ initial non-technical skills were the most important predictor of motivation in the conventional project-based learning experience and that students’ perceived value of the course and the project were the most important predictors of motivation in the project-based service-learning experience.

scholarly journals Project-Based Service-Learning and Student Motivation

2011 ◽  
Author(s):  
Lauren A. Cooper ◽  
Daria Kotys-Schwartz ◽  
Derek T. Reamon
Keyword(s):  
Service Learning ◽  
Student Motivation ◽  
Project Based Learning ◽  
First Year ◽  
Motivation Theory ◽  
University Of Colorado ◽  
Service Project ◽  
Component Design ◽  
The University ◽  
Learning Interest

We know from motivation theory that enhanced motivation in students is positively correlated with engagement and active learning, interest, and value. We know less about the types of instructional strategies and curricular interventions that work to enhance student motivation in a typical engineering course. Grounded in motivation theory, the purpose of this research is to evaluate how the context of project-based service-learning affects aspects of student motivation in a required undergraduate Mechanical Engineering course. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2010, is being completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder, will serve as the research focus. Specifically, project-based service-learning curriculum will be implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation will be studied. This paper will discuss the research design, theoretical framework, and the results from our first year of research. Our objective is to provide a more thorough understanding of the effects of service-learning on engineering education. Although service-learning may not be appropriate for every engineering course, we can strive to identify and implement specific elements of service-learning that are correlated with student motivation.

scholarly journals Assistive Technology for Freshmen Design and K-12 Outreach

2017 ◽  
Author(s):  
Devin R. Berg ◽  
Matthew Wigdahl ◽  
Charis D. Collins
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Engineering Design ◽  
Project Based Learning ◽  
Qualitative Assessment ◽  
Societal Implications ◽  
Design Project ◽  
K 12 ◽  
The University ◽  
Design Experience

This Work in Progress paper presents on the design of project-based learning approach focused on assistive technology as applied in a freshmen level engineering course which also integrates outreach with the local K12 system. The university course targets general education topics as well as an introductory engineering design experience and includes content on the engineering design process, societal implications of engineering design, and a participatory lab-based design project. A partnering class of 5th graders from a local elementary school made use of a daily block of time set aside for academic interventions and individual project-based work to collaborate with the university class. A qualitative assessment was conducted and has thus far has revealed that the university students found the assistive technology theme of the semester-long design project to be meaningful. For the K12 students, the survey results and anecdotal observations suggest that we were only moderately successful in constructing a meaningful and purposeful design experience, from their perspective.

scholarly journals Using Information Theory to Develop Modern Educational Methodologies

2020 ◽  
pp. 202-207
Author(s):  
J. C. Olabe ◽  
◽  
X. Basogain ◽  
M. A. Olabe
Keyword(s):  
Information Theory ◽  
Current Psychology ◽  
Multiple Intelligences ◽  
Student Motivation ◽  
Scientific Method ◽  
Educational Environment ◽  
Project Based Learning ◽  
Psychology Research ◽  
Computational Process ◽  
Learning And Teaching

The field of research in educational methodologies has been offering during the last decade a series of innovative and promising new initiatives. These initiatives have tried to apply to the educational environment the fruits of current psychology research. Ideas such as student motivation, gaming, multiple intelligences, project-based learning, flipping the classroom, makerspaces, and others, abound in the field of educational methodologies. These new initiatives are evaluated with traditional procedures grouped under the umbrella of the scientific method. This paper first discusses the limitations of these evaluations. Second, it describes learning and teaching as a computational process. Finally, it proposes the use of principles of Information Theory as the foundation for the design of modern educational methodologies.

scholarly journals Project-based learning in programming classes – the effect of open project scope on student motivation and learning outcome

2014 ◽  
Vol 47 (3) ◽  
pp. 12232-12236 ◽  
Author(s):  
Evi Zouganeli ◽  
Veslemøy Tyssø ◽  
Boning Feng ◽  
Kjell Arnesen ◽  
Nihad Kapetanovic
Keyword(s):  
Student Motivation ◽  
Learning Outcome ◽  
Project Based Learning ◽  
Motivation And Learning

scholarly journals Innovation in journalism educational programmes at university. A systematic review of educational experiences at Spanish universities

2021 ◽  
Author(s):  
María-del-Carmen García-Galera ◽  
Manuel Martínez-Nicolás ◽  
Mercedes Del-Hoyo-Hurtado
Keyword(s):  
Systematic Review ◽  
Service Learning ◽  
Business Models ◽  
Project Based Learning ◽  
Current Debate ◽  
Innovative Teaching ◽  
Technological Developments ◽  
Spanish Universities ◽  
Training Programmes ◽  
The Impact

The journalism being taught at universities in Spain is undergoing intensive changes as a result of the dual pressure exerted by the impact of digitisation in two specific aspects. The first is the journalistic system itself (business models, professional routines, information consumption, etc.). The second aspect involves the teaching guidelines established as a result of the implementation of the European Higher Education Area (EHEA). Focusing on the latter issue, the current debate regarding the orientation of journalistic education is calling for this aspect not to be relegated or limited to training in technical skills, which are constantly being renewed by technological developments of the digital environment. On the contrary, journalism education must also take into account other skills that foster the achievement of critical thinking, which is fundamental for the exercise of the journalistic profession. However, in the face of an increasingly digitised, competitive labour market, journalism studies and their training programmes also have a duty to provide the skills and competencies demanded by this market. In this paper, we have conducted a systematic review of some of the experiences of innovative teaching that have been successfully carried out in Journalism degrees taught in Spain for this purpose (service-learning, project-based learning, content curation, and edublogs, among others). These experiences reflect the involvement of university professors in providing comprehensive education for future journalists, with a strong emphasis on the intensive use of the digital resources currently available.

Fostering Digital Literacy between Schools and the Local Community

2013 ◽  
Vol 4 (3) ◽  
pp. 10-18 ◽  
Author(s):  
Corrado Petrucco
Keyword(s):  
Service Learning ◽  
Student Performance ◽  
Digital Literacy ◽  
Online Community ◽  
Local Community ◽  
Project Based Learning ◽  
Social Software ◽  
Digital Citizenship ◽  
Learning Approaches ◽  
Technical High School

This article proposes the use of a conceptual framework for developing digital skills at school using Service Learning and Project-Based learning approaches. In this context, an important role is played by “digital citizenship” understood as a stimulus for participation in the community also through social software. The author also presents the results of a project carried out by students in technical high school on a very sensitive local issue: the installation of new antennas for mobile phones and the dangers of radiation. The students measured cell phone emissions and created videos that were distributed in a blog, accessed by both the local community and the general online community. The project results were positive on various levels, both at school, evidenced by an improvement in student performance and the motivation to learn, and socially, by satisfying the knowledge needs of the community.

scholarly journals Project-Based Learning promotes students' motivation and attitudes

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Mai Hai Dang
Keyword(s):  
Mixed Methods ◽  
Research Design ◽  
Student Motivation ◽  
Student Attitudes ◽  
Mixed Methods Research ◽  
Project Based Learning ◽  
Law Students ◽  
Positive Attitudes

This study examines how Project-Based Learning (PBL) influences the attitudes and motivation of law students in School of Law, VNU to learn International Envirnomental Law. The sample of the study consists of 100 students from School of Law, VNU. The study used a mixed methods research design: quantitative as well as qualitative. The two research hypotheses were as follows: (1) Project-Based Learning increases student motivation; and (2) Project-Based Learning improves student attitudes? The study's findings indicate that an intervention that combines the teaching of International Envirnomental Law with Project-Based Learning results in both increased motivation among students and more positive attitudes towards studying International Envirnomental Law. Students reported greater pleasure, curiosity, interest, and cooperation when Project-Based Learning was used. The findings suggest that introducing Project-Based Learning can bring about improvements in both student motivation and their attitudes.

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