The Educational Situation Quality Model: Recent Advances

Abstract

The purpose of this work was to present an educational model developed in recent years entitled the “The Educational Situation Quality Model” (MOCSE, acronym in Spanish). MOCSE can be defined as an instructional model that simultaneously considers the teaching-learning process, where motivation plays a central role. It explains the functioning of an educational setting by organizing and relating the most important variables which, according to the literature, contribute to student learning. Besides being a conceptual framework, this model also provides a methodological procedure to guide research and to promote reflection in the classroom. It allows teachers to implement effective research-action programs to improve teacher–students satisfaction and learning outcomes in the classroom context. This work explains the model’s characteristics and functioning, recent advances, and how teachers can use it in an educational setting with a specific subject. This proposal integrates approaches from several relevant psycho-educational theories and introduces a new perspective into the existing literature that will allow researchers to make progress in studying educational setting functioning. The initial MOCSE configuration has been refined over time in accordance with the empirical results obtained from previous research, carried out within the MOCSE framework and with the subsequent reflections that derived from these results. Finally, the contribution of the model to improve learning outcomes and satisfaction, and its applicability in the classroom, are also discussed.

MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales

“…For us, intention to learn has the same meaning as motivation to learn. Intention is considered the immediate antecedent of action (Doménech-Betoret, 2018). Intention to learn is basically made up of the anticipatory cognitive motivators proposed by the Expectancy-Value Theory.…”

“…Using the same reasoning, in the classroom context it also depends on both the desirability and feasibility of the academic-learning demands planned for a specific subject. In the classroom context, students' subjective evaluation of both desirability and feasibility will be better insofar as demands connect with students' interests, needs and academic level (meaningful demands, see Doménech-Betoret, 2018).…”

“…The Educational Situation Quality Model (MOCSE, acronym in Spanish), devised by Doménech-Betoret (2006 ; 2013 ; 2018 ), is an instructional-motivational model that explains the functioning of an educational setting by organizing and relating the most important variables which, according to the literature, contribute to explain learning outcomes. Specifically, the model integrates motivational constructs and approaches from relevant psychological theories such as: Job Demands-Resources Model (JD-R) ( Demerouti et al, 2001 ; Bakker and Demerouti, 2007 , 2008 ), Expectancy-Value Theory ( Eccles and Wigfield, 2002 ; Eccles, 2009 ), Achievement goal theory ( Dweck and Leggett, 1988 ; Nicholls, 1989 ; Ames, 1992 ; Wigfield and Eccles, 2000 ), and Theory of Action Control ( Heckhausen and Kuhl, 1985 ; Kuhl and Beckmann, 1985 ).…”

“…Students’ intention to learn is generated or activated on the first days of the teaching-learning process according to the information they receive from the environment in terms of the demands required and the supports/resources received. However as the course unfolds, students’ perceptions are continuously updated and changing as a result of the constant (re)appraisals made by them ( Doménech-Betoret, 2018 ; Doménech-Betoret et al, 2019 ). The model centered on students is displayed in Figure 1 .…”

Practice on the Grouping Micro-Video Competition Teaching Mode in Large-Class Biochemistry Course

“…Micro-video production is conducive to the cultivation of students' hands-on ability and innovative spirit, while competition can stimulate students' interest and fight in learning and improve learning efficiency [4,5,[8][9][10][11][12] . The main evaluation is to set up the main situation for the judgment, which makes the students have to meet the needs of the knowledge and ability preparation as the judgers through independent learning before the evaluation on others and learn imperceptibly in the process of evaluation of others [13,14] . The four connotations are involved in the whole process, which fully covers the individuals and learning time of students in the teaching process and truly reflects the student-centered learning philosophy.…”