Pedagogic research has found that motivation, self-efficacy and value-expectancy are the most influencing factors on student academic behaviour (Bandura, 1997;Linnenbrink & Pintrich, 2002), which again are heavily influenced by how students experience success, confidence and well-being, lecturers motivation and enthusiasm, and how theory and practice is tied together. Universities will increase, maintain, or decrease motivation, self-efficacy, and value-expectancy. The author believes that in order to increase student learning universities need more focus on and more use of pedagogical knowledge, to even more positively influence student academic behaviour. Through implemented actions and interviews of bachelor students in IT and information systems, valuable information is collected on what influences motivation, self-efficacy, and value-expectations. The good news is that by simple means we can more likely have students that experience success, are confident and well-being, and who see the value in what they work on, which in turn will influence academic behaviour and academic success.
Pedagogic research has found that motivation, self-efficacy and value-expectancy are the most influencing factors on student academic behaviour (Bandura, 1997;Linnenbrink & Pintrich, 2002), which again are heavily influenced by how students experience success, confidence and well-being, lecturers motivation and enthusiasm, and how theory and practice is tied together. Universities will increase, maintain, or decrease motivation, self-efficacy, and value-expectancy. The author believes that in order to increase student learning universities need more focus on and more use of pedagogical knowledge, to even more positively influence student academic behaviour. Through implemented actions and interviews of bachelor students in IT and information systems, valuable information is collected on what influences motivation, self-efficacy, and value-expectations. The good news is that by simple means we can more likely have students that experience success, are confident and well-being, and who see the value in what they work on, which in turn will influence academic behaviour and academic success.
As end-user computing enters its third decade, the question of how best to provide support to the end users remains a vexing management challenge. In this paper, we address this issue. We use the problem definition phase of an action research project at an institution of higher learning in Norway to examine a variety of factors that are suggested in the literature to influence user satisfaction with end-user support. We also sought to gauge user preferences regarding support provider characteristics and location of support services. Our results provide interesting implications to organize user support.
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