Constructive alignment and the learning experience: relationships with student motivation and perceived learning demands

Roßnagel, Christian Stamov; Fitzallen, Noleine; Baido, Katrin Lo

doi:10.1080/07294360.2020.1787956

Cited by 19 publications

(11 citation statements)

References 22 publications

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“…Students' interest in learning greatly influences students' attitudes in dealing with the learning (Deshpande & Chukhlomin, 2017;Marisa et al, 2018;Stamov Roßnagel et al, 2020). This is evidenced in this study in table 12, where there is a very significant difference between the attitudes and interests of students at SMPN 35 Batanghari and at MTSN 7 Batanghari.…”

Section: Discussionmentioning

confidence: 57%

“…Although influenced by this, attitudes are not necessarily influenced by students but can also be influenced by the environment. Therefore, student attitudes can be influenced in various ways, one of which is by increasing student interest (Deshpande & Chukhlomin, 2017;Marisa et al, 2018;Stamov Roßnagel et al, 2020). By guiding student interest in a positive direction towards science learning, it is hoped that it can increase the success of the science learning process.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship Between Students Interests and Attitudes: A Study of Junior High School in Batanghari City

Budiarti¹,

Kurniawan²,

Widodo³

et al. 2022

AIJP

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The urgency of this research is that it is expected to be a reference for teachers to find out the interests and attitudes of students at the state junior high school or madrasah tsanawiyah level on the respiratory system material. This study aims to determine how the relationship between interests and attitudes of students at a state junior high school and a state madrasah tsanawiyah in Batanghari on the respiratory system material. The instrument used was a questionnaire which was distributed to students using descriptive quantitative methods. The data analysis technique used is descriptive statistics and inferential statistics, using normality, homogeneity, and regression tests. In the study, it was found that there was a significant relationship between the variables of interest in learning and the attitudes of students in learning the respiratory system material for both students. This is indicated by the table of regression test results, which shows that the B value is positive, other evidence is also shown from the t-count value which is larger and has a positive value compared to the t-table value which indicates the interest variable has a relationship with the attitude variable. Therefore, it is very important to develop students' interest in the respiratory system material in order to improve students' learning attitudes, so that it can help improve their learning outcomes.

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Section: Discussionmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

The Relationship Between Students Interests and Attitudes: A Study of Junior High School in Batanghari City

Budiarti¹,

Kurniawan²,

Widodo³

et al. 2022

AIJP

View full text Add to dashboard Cite

show abstract

“…In the current study, intrinsic motivation and perceived learning refer to various positive psychological behaviors in learning, such as increased fun; learning enjoyment and satisfaction, interest, confidence, and enthusiasm; a valuable and meaningful course, engagement, a relaxed atmosphere, more visible learning progress, and increased ownership of learning. Various studies employed the indicators of motivation and perceived learning, adapted to the current study as a guideline for measurement (Makransky & Lilleholt, 2018 ; Sarikoc et al, 2017 ; Stamov Roßnagel et al, 2021 ; Wichadee & Pattanapichet, 2018 ).…”

Section: Motivation and Perceived Learning In Gamification Instructionmentioning

confidence: 99%

Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Zainuddin

2023

Asia Pacific Educ. Rev.

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Increasing student engagement and improving learning outcomes are ongoing issues in higher education worldwide. These issues were particularly pertinent during the COVID-19 pandemic when remote learning was selected as the primary instructional learning setting. This study aims to assess the impact of gamification-based quiz instruction in driving college students’ learning in an online class during the COVID-19 pandemic at a remote institution of higher education in Indonesia ( n = 68). The study employs an explanatory sequential mixed-method approach, including quasi-experimental research, quantitative surveys, and qualitative interviews. The findings indicate that the overall result of the four tests conducted during the intervention indicates a statistically significant difference among the three groups. The gamification-based quizzes increase student enthusiasm and improve learning outcomes. The study demonstrates the transformation induced by the ease of use and low cost of digital gaming platforms from mundane activities, such as listening to lectures on Zoom, to enjoyable educational gaming activities. The weekly gamification-based formative assessments using easy-to-use media significantly increase student engagement, critical and creative thinking, and information literacy during the learning process.

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“…Nonetheless, now that many History teachers have been forced to take their traditional unit and rapidly adapt it for online, flipped, or reduced-contact-hours delivery, the principle's original intentions bear repeating (Loughlin et al, 2020). Eliminating unnecessary components, carefully considering the role of content within our units (Weimer, 2014), incorporating meaningful and manageable assessment tasks, and linking the different components are critical if students are to engage, learn, and perceive the value of the experience (Stamov Roßnagel et al ., 2020).…”

Section: Constructive Alignmentmentioning

confidence: 99%

Transitioning into and improving online History teaching

Shannahan

Fredericks

2022

J. of Class. Teach.

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Relatively little literature specific to the discipline of History aims to translate theory into practice in regard to designing effective online and flipped learning experiences. This article synthesises current literature into practical advice and reflects on previous experience as an aid to historians (a) tasked with developing online or flipped units or (b) who have transitioned online and are seeking ways to improve. Feedback from students and learning analytics from a flipped unit at a large Australian university underpin the paper's advice. Student feedback and behaviour, coupled with the reflections of the unit's designers, encourage (1) prioritising effective educational media and recording practices over the production of digital material with the longest shelf life, (2) explicit consideration of unit structure and support offered to students, (3) readings which consider the student perspective, (4) enthusiasm about the delivery format, and (5) the overarching importance of constructive alignment.

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Constructive alignment and the learning experience: relationships with student motivation and perceived learning demands

Cited by 19 publications

References 22 publications

The Relationship Between Students Interests and Attitudes: A Study of Junior High School in Batanghari City

The Relationship Between Students Interests and Attitudes: A Study of Junior High School in Batanghari City

Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Transitioning into and improving online History teaching

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