Category: Research

The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach

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Lucas Jeno and colleagues from bioCEED have recently published the article “The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach”.

Abstract

From the lens of Self‐Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students’ achievement and well‐being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application’s built‐in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty‐eight second‐year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well‐being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students’ perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence.

Reference and link to the article

Jeno, L. M., Adachi, P. J. C., Grytnes, J.-A., Vandvik, V., Deci, E. L. The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach (2018). British journal of educational technology , 2018.

 

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Working and Learning in a Field Excursion

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Torstein N. Hole, Ph.D student at bioCEED and PRIME, has recently published the article “Working and Learning in a Field Excursion” in CBE – Life Sciences Educational.

Abstract

This study aimed to discern sociocultural processes through which students learn in field excursions. To achieve this aim, short-term ethnographic techniques were employed to examine how undergraduate students work and enact knowledge (or knowing) during a specific field excursion in biology. The students participated in a working practice that employed research methods and came to engage with various biological phenomena over the course of their work. A three-level analysis of the students` experiences focused on three processes that emerged: participatory appropriation, guided participation, and apprenticeship. These processes derive from advances in practice-oriented theories of knowing. Through their work in the field, the students were able to enact science autonomously; they engaged with peers and teachers in specific ways and developed new understandings about research and epistemology founded on their experiences in the field. Further discussion about the use of “practice” and “work” as analytical concepts in science education is also included.

Reference and link to the article

Hole (2018). Working and Learning in a Field Excursion. CBE – Life Sciences Educational Vol 17, No 2 (2018), pp 1-11

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Developing work placements in a discipline-oriented education

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Gaute Velle and colleagues from bioCEED and PRIME have recently published the article “Developing work placements in a discipline-oriented education” in the Nordic Journal of STEM Education.

Abstract

Higher education is often divided into discipline-oriented and professional programs. Professional programs prepare students for a specific profession and include relevant theoretical and practical knowledge. Discipline-oriented programs emphasize theoretical knowledge and research within a specific discipline or field. Except for a career within research and higher education, discipline-oriented programs provide less obvious links to future careers. The transition from student life to working life may therefore be challenging.

In this paper, we present and discuss the development and implementation of a work placement course as part of the disciplinary programs in biology at the University of Bergen. The course was developed to provide students with practical- and work- related competences, to inform
about opportunities for future career and to foster motivation and learning. We have revised the course according to feedback from students, workplace hosts and our experience as course teachers during the six semesters the course has been running.

The work placement course is at the bachelor (BSc) level and consists of two main components; a work placement and the student’s own reporting of placement outcomes. For the placement, the students work 140 hours at a workplace as a biologist. The reporting consists of four open blog-posts, one written reflective essay and a final oral presentation. The course teachers also meet with the students and convey information on the roles of biology and biologists in today’s society through a Facebook group. Feedback from the students, hosts and course teachers point to a range of benefits from work practice in discipline-oriented study programs. Based on our experience, we provide guidance for implementing such courses.

Reference and link to the article

Velle, G., Hole, T. N., Førland, O., Simonelli, A.-L., and Vandvik, V. (2017). Developing work placements in a discipline-oriented education Nordic Journal of STEM Education, Vol. 1, No. 1 (2017), pp 287-306.

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The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

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Lucas Jeno and colleagues from bioCEED, PRIME and Høgskulen på Vestlandet have recently published the article “The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective”.

Abstract

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed.

Reference and link to the article

Jeno, L. M., Raaheim, A., Kristensen, S. M., Kristensen, K. D., Hole, T. N., Haugland, M. J., and Mæland, S. (2017). The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective. CBE—Life Sciences Education • 16:ar59, Winter 2017.

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“Veier til frafall”. En kvantitativ studie av psykisk helse og frafallsintensjoner i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv

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Sara Madeleine Kristensen has conducted a cross-sectional study of first year Bachelor students in Biology and assessed their motivation, psychological health, and intentions of dropout. She presented her thesis entitled “Veier til frafall. En kvantitativ studie av psykisk helse og frafallsintensjoner i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv” on June 22nd, 2017 and thus obtained her Master’s degree.

 

Abstract

en-kvantitativ-studie-av-psykisk-helse-og-frafallsintensjoner-i-h-yere-utdanning-pdfThe lack of, or low, motivation and perceived competence have previously been shown to be paramount in students’ decision to drop out of their education. However, recent studies have shown that psychological issues, such as anxiety and depression, is the leading cause of dropout amongst high school students. This study aims to shed light on ill-being and the dropout phenomenon in higher education. 174 biology students from a university in Norway participated in this quantitative survey. A theorized model in accordance to Self-determination Theory, based on previous research and motivational models, was proposed. First, it was assumed that a controlling teaching style would predict a lack of motivation in the students and frustration of their basic psychological needs for autonomy, competence, and relatedness. Second, it was expected that need frustration would positively predict amotivation and ill-being, and negatively predict perceived competence. Finally, it was assumed that amotivation and psychological ill-being would have a positive prediction on dropout intentions, and that perceived competence would negatively predict the students’ intentions to drop out. Two path analyses were conducted to test the hypothesized model and an alternative model. It was further assumed that there was a significant correlation between the variables in the study. A bivariate correlation analysis was performed to investigate the relationship between the variables. Lastly, it was presumed that teacher control and need frustration had significant, indirect effects on dropout intentions. The results show that the hypotheses in the study are supported. The assumptions in the theorized model are supported by the results; teacher control, need frustration, amotivation, and perceived competence had a significant prediction on students’ ill-being and their dropout intentions. Further, there were significant correlations between the studies variables. Lastly, teacher control and need frustration had significant, indirect effects on dropout intentions through the full mediation of amotivation and perceived competence.

Link to BORA and  to the thesis

 

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The story of bioCEED or how to grow a SoTL culture from scratch

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Oddfrid Førland, Vigdis Vandvik and Roy Andersson have published the article “The story of bioCEED or how to grow a SoTL culture from scratch“.

Abstract

There has been a gradual change over time towards an increased focus on the collegial and cultural aspects of teaching and learning. According to this perspective, quality emerges not within the individual, but within communities of teachers and students. Developing a quality culture requires a cultural shift supported by training and development activities to ensure that the teachers, as a collegium, have the knowledge and will to develop and change towards learner-centered teaching. Building a scholarly and collegial teaching culture, using the research culture as a model, was a first priority of Centre of Excellence in Biology Education (bioCEED). This paper discusses how a shift towards such a collegial Scholarly Teaching and Learning (SoTL) culture can come about, using the story of bioCEED as a case.

Reference and link to the article

Førland, O., Vandvik, V. and Andersson, R. (2016) The story of bioCEED or how to grow a SoTL culture from scratch. Proceedings of The 38th ANNUAL EAIR FORUM. https://lup.lub.lu.se/search/publication/21da69fd-e9cf-491d-926b-46d4d5e53751

 

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bioCEED articles presented at MNT-konferansen 2017

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This year’s MNT-konferansen “Transformative education” took place in Oslo, Hotel Soria Moria on March 30th-31st. bioCEED contributed with 10 articles and corresponding presentations as well as an overview of the goals and activities of the Centre of Excellence. The full list of contributions and authors is found below with links to the articles published in the special edition of the Nordic Journal of STEM Education.

 

All articles submitted to the conference are available HERE.

The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective

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Lucas Jeno, John-Arvid Grytnes and Vigdis Vandvik have recently published the article “The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective”.

A new research published by researchers at bioCEED has found that using an app (ArtsApp) to identify sedges helps students correctly identify more species, than using the traditional textbook method. Results of the experiment with 70 students from BIO revealed that the students found identifying species more interesting and enjoyable when using a smartphone or tablet. The students felt that they also were more competent after using the app than when using the book. These results are important because when students are undergraduate, identifying species could be difficult and uninteresting. By using modern technology, the teachers could enhance the students´ interest and learning in ways that perhaps is not possible when using a textbook. The study was published online in Computers & Education in December 2016 (see link below).

Abstract

skjermbilde-2017-01-09-09-52-31Biology students traditionally use a textbook in the field and on courses to identify species, but now a new mobile-application tool has been developed as an alternative. Guided by Self-Determination Theory (SDT) we conducted an experimental study to test the effect of the mobile-application, relative to the traditional textbook, on students’ intrinsic motivation, perceived competence, and achievement. Seventy-one students were randomly assigned to either an experimental condition (mobile application – ArtsApp) or control condition (textbook – Lids flora). As hypothesised, the students using ArtsApp had higher intrinsic motivation, perceived competence, and achievement, compared to the textbook control group, with medium to large effect sizes. Furthermore, using the mobile application, relative to the textbook, predicted intrinsic motivation, which in turn, predicted higher achievement scores in a path analysis. Lastly in a hierarchical regression analysis, intrinsic motivation and autonomous motivation accounted over and above in students’ interest for species identification, and importance of knowing species. These results are in line with SDT’s theorising: emphasising that when students act out of interest, choice, and have an internal locus of causality, they achieve better outcomes, presumably because these satisfy students’ psychological needs for autonomy, competence, and relatedness. Factors facilitating this are interest, choice, and feedback, which we argue are in-built functions in the mobile application as opposed to the textbook, and which might account for the positive results. Further studies with several student-groups and complex designs are needed before inferring causality across educational levels. Based on the present study, we recommend that biology teachers in higher education employ mobile application tools in species identification due to increases in motivation and a higher degree of accurate identification of sedges.

Reference and link to the article

Jeno, L. M., Grytnes, J.-A. and Vandvik, V. (2015). The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective. Computers and Education, 107, 1-12

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Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective

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Lucas Jeno, PhD student at bioCEED, has recently published the article “Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective”.

Abstract

Based on the work of Self-Determination Theory, this article suggests how to implement Self-Determination Theory based principle in a learner-centered perspective. Higher education has traditionally rested on learning methods that render passive students. Societal changes require self-regulatory skills and an active motivational set. However, lack of theoretical, empirical and practical driven theory in implementation of learner-centered education has lead to a philosophical debate. It is argued for a holistic model for implementing principles derived from Self-Determination Theory (SDT) in a learner-centered paradigm. SDT makes specific prediction for nurturing vs. neglecting learning environments, and thus highly appropriate framework. An important differentiation between types of motivations that differs in relative autonomy, and social climates that may be perceived as amotivating, controlling, and informational is necessary for understanding learning and educational practices. Finally, practical recommendations for teachers in higher education to put into practice. It is argued for a system in which all levels of education supports motivation to support student motivation. Both the institutional level and teacher culture must have a learner centered perspective, further, pre-during-post class preparations are important for high quality learning.

Reference and link to the article

Jeno, L. M. (2015). Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective. International Journal of Technology and Inclusive Education, 5(1), 716-721

 

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Developing Collaboration as a Transferrable Skills in Biology Tertiary Education

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Torstein N. Hole, PhD student at bioCEED/PRIME, has recently published the article “Developing Collaboration as a Transferrable Skills in Biology Tertiary Education”.

Abstract

Transferable skills as a concept in tertiary education has received increased interest since the Bologna process and through developments in the work market. The concept as a learning goal is seen as a means for ensuring employability in a changing industrial economy as well as increasing legitimacy of skills that are desirable across different disciplines. In this paper I will present some means to develop legitimacy in transferable skill learning in discipline education in general and biology education specifically. A concrete focus is collaboration, which functions as an example of how the intangible nature of some educational goals requires a theoretical response. This is performed on the basis of theoretical conceptions about tacit and work-place learning.

Reference and link to the article

Hole, T. N. (2015). Developing Collaboration as a Transferrable Skills in Biology Tertiary Education. Literacy Information and Computer Education Journal, 6(3), 1971-1975.

 

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