Improving Student Participation and Motivation in the Learning Process
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 141, Issue 1
Abstract
In this paper, the process led by a group of lecturers to get more feedback from students to improve their motivation is presented. The theoretical framework of the research has been the participatory action research. The investigation included self-evaluation of lecturers, feedback from student group interviews, questionnaires, and specific action plans based on students-lecturer consensus. The results revealed gradual improvement, with a more positive attitude by students towards their future learning: weak elements identified at an initial stage (need to increase feedback or to improve student-lecturer relationship) are not perceived mid-course. At the end of the academic year, students expressed their satisfaction for being able to express their views and being identified as proactive actors at improving their learning. Lecturers become guides in the learning process, and students become agents working in close contact with lecturers to optimize their learning process.
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Acknowledgments
The authors would like to thank all the students and teachers that have taken part in the project, as far as the University, for having allowed the development of this project as part of the research line about “Improvement of Teaching Quality through Action Research,” directed by the University.
The authors are also GRATEFUL to the Quality Department of the University for having recognized their work with the first prize at the Teaching Quality Contest 2012.
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Information & Authors
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Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 141 • Issue 1 • January 2015
Copyright
© 2014 American Society of Civil Engineers.
History
Received: Oct 28, 2013
Accepted: Mar 21, 2014
Published online: Apr 21, 2014
Discussion open until: Sep 21, 2014
Published in print: Jan 1, 2015
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