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Presentation Description
Kath Hoare1
1 AUT
1 AUT
Background
The tertiary education sector grapples with the complexity of student success. It is understood clinical health science students’ course engagement together with their learning motivation influences assessment achievement, completion, and programme progression. Exploring conditions for different students’ educational experiences can contribute to the integration of optimal approaches for engagement, assessment development, and curriculum design to promote student success.
The tertiary education sector grapples with the complexity of student success. It is understood clinical health science students’ course engagement together with their learning motivation influences assessment achievement, completion, and programme progression. Exploring conditions for different students’ educational experiences can contribute to the integration of optimal approaches for engagement, assessment development, and curriculum design to promote student success.
Summary of work
Through the lens of Ryan and Deci (2000, 2017) self-determination theory, this research aims to explore the educational experience for undergraduate health science students. A mixed design will be used with a primary focus on descriptive quantitative analysis for participants invited to complete a questionnaire identifying learner types and motivation, together with reviewing their course engagement, assessment achievement, and success. A secondary focus using descriptive qualitative response analysis will be applied to rated and optional open-ended questions. This combination can offer a more in-depth understanding of students’ educational experiences.
Through the lens of Ryan and Deci (2000, 2017) self-determination theory, this research aims to explore the educational experience for undergraduate health science students. A mixed design will be used with a primary focus on descriptive quantitative analysis for participants invited to complete a questionnaire identifying learner types and motivation, together with reviewing their course engagement, assessment achievement, and success. A secondary focus using descriptive qualitative response analysis will be applied to rated and optional open-ended questions. This combination can offer a more in-depth understanding of students’ educational experiences.
Results
The preliminary research findings will be presented in late 2023, including differentiation between learner types, their motivation (intrinsic/extrinsic), engagement or non-engagement, assessment achievement, and success.
Discussion
While there is a commonly held belief that students value the experience of being motivated, their learner type differences can present challenges to maintaining course engagement and meeting the assessment requirements.
Conclusions
Understanding different learner types and motivations assists in the development of more effective strategies for curriculum design. By explicating the educational experience from the student's perspective courses can be aligned in a way that considers different learner types and motivations alongside the quality and type of assessments, educational experience, and success.
Take-home messages/implications for further research
Key findings can be used to inform recommendations for the identification of different learners, support for engagement, and enhancement of assessments. The findings may be relevant for other educational contexts and learner groups.
References (maximum three)
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R. M. & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publishing.