Emotion and Motivation (reflective blog)

Emotion and Motivation(reflective blog4)
Jill Williams

As this module seems to be based around the benefits of student autonomy, I thought I might try to answer firstly what is student autonomy? Then secondly take a look at how the five components of this module have approached the subject of emotion and motivation through the use of student autonomy. The term learner autonomy (which is basically student autonomy) was first used by Henri Holec in 1981 he is considered by many to be the father of learning autonomy. There are seen to be many different definitions of what autonomy my mean for the student/learner (wikipedia.org/wiki/Learner_autonomy, 2013). Boud (1988) suggests that autonomy and learning evolve with in three different ideas of learning firstly, there is an educational goal that students and teachers must aspire; this goal is a teacher assisted goal that is achieved by the student. The second group of idea’s focus on learning autonomy that is achieved by the approach to an educational practice, the structure of a course encourages student independence and responsible decision-making by the student by the way a course is designed. Then thirdly the teacher does not guide every aspect of the students learning, the learner as suggested to take soul control of their own individual learning by taking responsibility for his/her choices. All are considered very different ideas of how student autonomy is achieved, but all have some similarities. Fazey and Fazey (2001) argue that students arrive at university with the potential to be autonomous in their learning. Whether this innate ability for learning flourishes at higher level learning is basically down to those who structure the learning environment of the student.

The emotion and motivation module structure is made up of five components the first being that of a traditional lecture format, traditional lecture format often struggle to engage the student in learning and often makes the same educational mistakes over and over, no matter what the subject is covering. The traditional lecture format does not motivate the learner to engage learning at any level and can very often be a major factor in student disengagement from the learning process (Davis, Ramsay, Lindfield & Couperthwaite, 2005). Although, unlike most traditional lecture formats the student numbers attending the lecture component of this module was substantially less than that of a traditional lecture. This fact allowed the student to engage with the teacher a little more and also allowed the student to engaged with the information provided.

The blog writing and commenting component of this module allowed the learner to play a much more active part in his/her own learning processes. It encouraged the learner to be more autonomous with there learning and as research suggest ‘autonomous learners become highly motivated learners and learner autonomy leads to better, more affective work output in students at any level’ (Dickinson, 1995). I enjoyed the empowerment of choosing what area of emotion and motivation I got to learn and write about. The comment section of this was also very good because as independent learners the student got to choose what subject they were interested in and in turn comment on. Although as well as the blog the student had to summited an academic version of the blog, which was also marked academically.

The group talks (non-assessed sharing of blog content in small groups) component of this module, provided a deeper understanding of the information and allowed the learner to affectively become the teacher for a brief period of time. This cooperative learning experience empowers the learner and also allows them to learn a more transferable skills set (Healy, 2007). Although learners got to comment on any other student’s blogs on the module, each individual student was allocated to a small group. These small groups seemed and felt peer led, as each group was assigned by a T.A and the student was limited to only listening to the presentation provided by other student with in the group. So although the student had the freedom to comment on any blog he/she wanted, the student could not follow it up and listen to the presentation that followed that blog unless a student that was assigned to their individual group provided it.

As a student I personally did not feel that the exam (Midterm and final SAQs) component did not support what this module was trying to achieve set out in the module information. Much of the research in the area of assessment in education suggests that this is not the best way in which to evaluate students. As suggested by Scouller (1998) students are more likely to employ surface learning approaches in the SAQ examination context and to perceive SAQ examinations as assessing knowledge-based (lower levels of) intellectual processing. This may suggest that students only learn to remember what is needed for the exam in question and as soon as the exam is over they more often than not fail to retain any information learned prior to the exam. Although the structure of this module was designed with the motivational theory in mind and has divided the assessment criteria over blogs, comment and exams there was less pressure for the student to achieve in the exams

Finally this module did provide organizer supported and feedback component. This component of the module consisted of weekly drop in sessions Tuesday 1-3pm and for a short time before the weekly group sessions. Although it is clearly stated in the structure and assessment of this module, that apart from the first blog all other blog grades would be produced by the module organizer four weeks after sudation. It made any feed back sessions a little pointless, as we would not receive any grades on our blogs and therefore have no need for feedback. At the time of this final reflection blog we have still not received any blog grades apart from the first blog and feedback would now be pointless as the module is all but finished. There was however a Facebook account set up by the module organizer, where students could freely ask questions about the course. There was also some very useful information on the site, which had been provided by the module organizer.

So in conclusion, I personally feel this module is quite confusing in what it was hoping to achieve. The student is provided with opportunity to be a more empowered learner through subject choice, but the student still has to achieve the requirements of a more traditional assessment criteria that this module also provides. Research suggest strongly that this form of traditional assessment in educational environment only provides a less motivated student and can often lead to student disengagement. Although there are components of this module that actively encourage intrinsic motivation through the self-directed learning components of this module. The blogs, comments and talks encourage a deeper learning and therefore produce more motivated student (Panitz, 1999).

References

Boud, D. (Ed.). (1988). Developing student autonomy in learning, London: Psychology Press.

Davies, A., Ramsay, J., Lindfield, H., & Couperthwaite, J. (2005). Building learning communities: foundations for good practice. British Journal of Educational Technology, 36(4).

Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2)

Fazey, D. M., & Fazey, J. A. (2001). The potential for autonomy in learning: perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3). doi:10.1080/03075070120076309

Healey, M. (1992). Curriculum development and ‘enterprise’: group work, resource‐based learning and the incorporation of transferable skills into a first year practical course. Journal of Geography in Higher Education, 16(1). doi:10.1080/03098269208709162

Learner autonomy (2013) http://en.wikipedia.org/wiki/Learner_autonomy

Panitz, T. (1999). Collaborative versus cooperative learning: A comparison of the two concepts which will help us understand the underlying nature of interactive learning. ERIC Clearinghouse.

Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35(4).

Reflection… Science of education… Who knew

This is sadly my final blog of this module and what an amazing journey this has been. I have to be honest as a mature student I almost gave up on education after the second year. I came in to education with high expectations and the only thing I had learned after the two years of higher education at Bangor University was to panic. Science of Education changed my view on the whole higher educational learning experience. Education up to this point had been for me a basic linear learning experience; this module changed a strictly structured educational system to a interactive learning experience. How this module approached education and learning was at first confusing as there for the first time in my higher learning experience there was not a structure in place to follow. How on earth were we supposed to critique and assess someone else work with out any direct and information on how to do so to do so?

The workload placed on the student by this module was a very heavily work load and at first seem a lot for just one module. A 500 word blog and 5×200+ comments a week plus a presentation every other does not seem that much, but when you are left to your own devices and no direction as too what to right about, at first seemed almost impossible. Number one on the list for the class philosophy for this module read “Believe strongly in being an autonomy-supportive teacher, and expect my students to respond positively’, and at first I never really understood what that meant. As the module developed my understanding of not just education changed, but my understanding of the very concept of learning also changed. As my understanding of self-directed learning developed the blogs became harder and harder to keep at 500 words often going over and I was finding I wanted to comment on everybody’s blog not just five as was firstly suggested. This module not only allowed me to be interactive with the information that interested me through my blogs and presentation, but it also allowed me to be an active part of others students individual learning experience. Peer marking was a relatively new experience, but this dynamic worked very well for me as the student and learner. I felt that being assessed by my peers allowed me to look at my own work through the eyes of many other different opinions, which again only added to my understanding as a learner. I also got to give my own honest perspective on others students through my own comments on their blogs; in a sense I was the assessor. I felt that this whole experience empowered the whole group through something as simple as just having a choice of what information they learned.

This module took 39 strangers and made them part of a greater whole, I now know at the end of this educational journey I know every individual by there first names. I spent 2 years going through one group or another with in the educational system known as Bangor University and I only new a handful of people by their first names. This module has truly change me for the better and has increased once again my thirst for knowledge, it is only a shame I had to wait 2 years for what I feel I should have been receiving from the start.

Below I have posted my final video from this module. I find it interesting as I feel it reflects what has been achieved with in this module as individually and as a group. I have not edited the video as I did not want to sway the opinion of the viewer in any way in to what can be achieved through self-direct learning. Hope you enjoy it as much as I enjoyed taking part in this module.

Emotion and motivation

Do current traditional teaching methods motivate students?
(Emotion and motivation)

I have chosen a topic this week, which I personally feel is very relevant to each of us as individuals and as students who are involved in this module. Brophy (2010) suggest that students and teachers all face the same types of challenges when it comes to being a motivated learner or teacher. The educational system has difficulties when it to comes providing a motivational environment for student and teacher. The issue of motivation with in the classroom or the lack of it is not a new one. As pointed out by Frymier (1968) modern teaching does very little to inspire or motivate a student with in its classroom setting. Frymier also suggest that the student’s motivation is about empowerment of the student as a learner, this is achieved by allowing the student a choice of what he/she learns. Research in the area of learner motivation goes well over 60 years, research by Corey (1934) learning from lectures vs. learning from readings, Cantor (1946) dynamics of learning, and Batten (1958) motivating students to learn, have all pointed out the difficulties the education system has in motivating the student. The issue of student motivation with in the educational system as pointed out has been an on going concern, but why is it that even now in 2013 nothing has been done to tackle this problem? What can or should be done to increase motivation with in a classroom environment and what effect does teaching styles/methods on the motivation of a student?

Traditional teaching methods are shown to struggle with the ever-evolving needs of the student as a learner. Ruben (1999) argues that there are many limitations to the traditional style of teaching with in an educational environment. Although this type of teaching does offer the teacher a structure for a teacher to follow it does nothing for the motivation of the student. Toohey (1999) suggests that although the current educational structure of traditional education does allow everybody follow the same path of learning, it is inflexible and does not allow independent think from the student’s. Toohey also suggest that is allows lazy and very regimental teaching in classrooms. Traditional teaching method/styles fail to evolve with the student, this is because as a student you are given the information first then and then ask to learn secondly. With tradition teaching structures see the information present once and with out motivation to the learner. Often no emotional value is given to the information that is being presented to the learner, and therefore the learner shows no really interest and more often than becomes disengaged from a lesson (Kazanjian, 2002). Education as pointed out needs to engage the learner to improve motivation with in a classroom environment.

Research suggests the learning process is that of a natural progression towards accomplishment; we are driven by an innate need to know more. Gibbons (2003) argues that this need to learn and achieve is much better met by more alternative ways of education and learning. Self directed learning (SDL) is an educational model of learning that provides a more natural environment that nurtures and supports the learner in their never-ending quest for knowledge and accomplishment. The brain is a dynamic self-directed instrument of learning and is unique to the individual learner. Which suggest that it is not about what information is being presented with in a classroom environment and more about how it is presented is the key to student motivation. This type of teaching/learning is show to motivate students within the educational system. There are many alternative models of academic motivation that involve self-directed learning. Many of the self-directed learning models of education Empower the student by given them the choice of what and how they want to learn. The student is in charge of his/her own academic achievement, the student gets to decide the value of the information and how successful it maybe in trying to make an academic point (Jones, 2009). Although, this type of learning can only be achieved if a caring nurturing classroom environment is provided.

So in conclusion when it comes to current traditional teaching methods it is very hard for a teacher to motivate the learner. As research suggests the educational structure in the UK at the moment does not address the natural educational needs of the students with in its system. Over the last ten years figures of students dropping out of education at every level has increased dramatically (Davis & Elias, 2013). These figure suggest that the only thing the educational system is doing at the moment is motivating students to leave education. As also pointed out there are many less traditional ways to motivate and inspire a student to learn, but as suggested by Fahey (2012) that the educational system in this country through the school environment has created complex communities that are layered with policies, procedures and traditions. To implement the change needed to motivate students more in an educational environment, educators and the educational system are firstly going to have to break with tradition itself.

References
Brophy, J. E. (2010). Motivating students to learn. London: Routledge.

Cantor, N. (1946). Dynamics of learning. doi: 10.1037/11472-000

Corey, S. M. (1934). Learning from lectures vs. learning from readings. Journal of Educational Psychology, 25(6). doi: 10.1037/h0074323

Davis, R., & Elias, P. (2012). Dropping Out: A study of early leavers from higher education.http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/RR386.pdf

Fahey, P. (2012). The Learner-directed Classroom: Developing Creative Thinking Skills Through Art. D. B. Jaquith, & N. E. Hathaway (Eds.), London; Teachers College Press.

Frymier, J. R. (1968). Motivating students to learn. Candidates for Maturity, New York: MSS Information Corporation

Gibbons, M. (2003). The self-directed learning handbook: Challenging adolescent students to excel, New York, Wiley

Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2)

Kazanjian, M. M. (2002). Learning values lifelong: from inert ideas to wholes (Vol. 132) New York. Rodopi.

Page, E. B. (1958). Teacher comments and student performance: A seventy-four classroom experiment in school motivation. Journal of educational psychology, 49(4). doi: 10.1037/h0041940

Ruben, B. D. (1999). Simulations, games, and experience-based learning: The quest for a new paradigm for teaching and learning. Simulation & Gaming, 30(4), doi: 10.1177/104687819903000409

Toohey, S. (1999). Designing Courses for Higher Education. Open University Press, 325 Chestnut Street, Philadelphia, PA 19106.