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Motivating all our students?

Carter, Janet; Bouvier, Dennis; Cardell-Oliver, Rachel; Hamilton, Margaret; Kurkovsky, Stanislav; Markham, Stanislav

Authors

Janet Carter

Dennis Bouvier

Rachel Cardell-Oliver

Margaret Hamilton

Stanislav Kurkovsky

Stanislav Markham

Abstract

Academics expend a large amount of time and effort to sustain and enhance the motivation of undergraduate students. Typically based on a desire to ensure that all students achieve their full potential, approaches are based on an understanding that students who are highly motivated will learn more. Furthermore, institutional rewards accrue from effective use of academics' time, along with financial benefits associated with high levels of retention and progression. This working group report, based on practice in Europe, Australasia and North America, builds on previous work. It provides an updated and revised literature review, analyses a larger collection of survey data and has sought to triangulate earlier findings with qualitative data from practitioner interviews. The report covers established approaches in teaching, support and extra-curricular activities. It tracks emerging practice such as streamed and differentiated teaching, and research based and authentic learning. It also considers contemporary innovations in student activities. Finally it reports on a repository of tips and techniques which has been established to support faculty wishing to change or review current methods.

Start Date Jun 27, 2011
Publication Date Jun 27, 2011
Publisher Association for Computing Machinery
Pages 1-18
Institution Citation CARTER, J., BOUVIER, D., CARDELL-OLIVER, R., HAMILTON, M., KURKOVSKY, S., MARKHAM, S., MCCLUNG, O.W., MCDERMOTT, R., RIEDESEL, C., SHI, J. and WHITE, S. 2011. Motivating all our students? In Proceedings of the 16th Innovation and technology in computer science education annual conference: working group reports (ITiCSE-WGR '11), 27-29 June 2011, Darmstadt, Germany. New York: ACM [online], pages 1-18. Available from: https://doi.org/10.1145/2078856.2078858
DOI https://doi.org/10.1145/2078856.2078858
Keywords Otivation; Differentiation in the classroom; Learning programming; Higher education

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