Kamardeen, I (2013) Motivation-driven learning and teaching model for construction education. Construction Economics and Building, 13(1), pp. 36-49. ISSN 2204-9029
Abstract
Quality learning outcomes are correlated with students' motivation to learn. Lecturers need to design courses that enthuse, inspire and motivate their students. But, this is a fundamental challenge facing many lecturers. A new motivation-driven learning and teaching model was developed to help lecturers in this regard. Its operationalisation, implementation and evaluation were conducted in a first year course in Construction Management degree through action research. Study findings suggest that the new model can help lecturers to improve overall teaching quality and student learning experience as it facilitates effective course delivery, stimulation of student motivation to learn and improved learning support.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | construction education; pedagogy; motivation; student learning experience; curriculum design; teaching quality |
| Index terms: | implementation, learning experience, motivation, action research, learning outcome, pedagogy, construction education, teaching quality |
| Subjects: | learning methods, data collection methods, contractual arrangements, educational management, teaching methods, student development, psychology, professional education |
| Topics: | Human Resources, Research Practice, Procurement, Education |
| Descriptive scope: | 2 CE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here