Om sammenhengen mellom motivasjon, studentaktiv undervisning og konstruktive tilbakemeldinger. En studie fra Universitetet i Stavanger

Abstract

I denne artikkelen undersøker vi hvorvidt det er sammenheng mellom studentaktiv undervisning og studentenes motivasjon, og videre, hvorvidt det er sammenheng mellom studentenes motivasjon og studentenes oppfatning av de faglig ansattes evne til å gi konstruktive tilbakemeldinger på studentenes arbeid. Analyse av tilbakemeldinger fra 1732 studenter ved Universitetet i Stavanger, samlet inn til Studiebarometeret i 2018, viser at det er en tydelig positiv sammenheng mellom studentaktiv undervisning og studentenes motivasjon. Det er også identifisert en tydelig og positiv sammenheng mellom studentenes motivasjon og studentenes oppfatning av de faglig ansattes evne til å gi konstruktive tilbakemeldinger på studentenes arbeid.

Challenging the Status Quo: Open Journal Systems for Online Academic Writing Course

“…Ample amounts of pleasant stimulation can effectively motivate students to offer more constructive feedback and actively engage. When students experience a sense of happiness and contentment, they are more inclined to offer constructive and beneficial comments (Abrahamsen et al, 2020). Moreover, the comments given by students might offer valuable information about the degree to which positive stimulation has been effectively accomplished in the course on dissertation proposal development.…”

Class size and its influence on examination results in higher education

“…In this article, we investigate the relationship between class sizes and examination results in higher education at the University of Stavanger in Norway. Studies have shown a clear relationship between student active teaching and student motivation (Jungblut et al, 2015;Abrahamsen et al, 2020); furthermore, a clear and positive relationship between students' motivation and their perceptions of the academic staff's ability to give constructive feedback on student work has also been shown (Nugent et al, 2009;Abrahamsen et al, 2020). Other studies show a negative correlation between class size and grades in higher education.…”

“…Over the past 20 years we have seen a signi cantly stronger focus on standardization and implementation of new governance methods in higher education in Norway. For example, a special focus has been placed on student active learning and constructive feedback and the impact of these measures on student motivation (Abrahamsen et al, 2020;Raaheim et al, 2019). Kjeldstadli (2010) argues that this development coincides with the fact that higher education worldwide has undergone extensive reforms and changes and are today managed as knowledge-based companies.…”