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

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.

About the author

Lucas M. Jeno : PhD student

Lucas M. Jeno

PhD student

 
I am a PhD candidate/scholar responsible of investigating teaching and learning related issues at bioCEED. My main interest is on student learning and motivation, and how teachers motivate their students.
 
My projects

+47 48 13 46 43
Lucas.Jeno@uib.no
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En kvalitativ undersøkelse om trivsel og motivasjon i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv

Daniel Kristensen has conducted a qualitative study and interviewed Biology students about their experiences in everyday life at the University, and how their experiences affect their psychological well-being and motivation. He presented his thesis entitled “En kvalitativ undersøkelse om trivsel og motivasjon i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv” on June 27th, 2017 and thus obtained his Master’s degree.

 

ABSTRACT

In a self-determination theory perspective (Deci & Ryan, 1985), the quality of the interaction between students and the context can be a crucial factor for the student’s well-being and motivation. Central to the theory are the three basic psychological needs for autonomy, competence and relatedness. Self-determination theory argues that the satisfaction or thwarting of these needs may have a significant impact on well-being and autonomous motivation. To investigate factors in the learning environment that may interact with the satisfaction of the basic psychological needs in students may therefore be important. In this study, I aim to examine how students perceive their everyday life at the university, by shedding light on the students own account of their well-being and motivation.

To solve the research question, I conducted a series of qualitative semi-structured interviews. This interview method is often used in qualitative research because it provides the participants and researcher the opportunity to have a relatively open discussion, with an already established theme. The interview participants were all students who (1) were freshmen at the university, and (2) were participating in a bachelor program in biology. The interviews were recorded on an audio device, and later transcribed. The transcribed data was deductively analysed, and later broken down to smaller segments and put into categories. The categories were subsequently linked to central assumptions in the theoretical framework. The categorization of the comments provided a base for further discussion and reflection. In the discussion, basic psychological needs theory was used in interpreting the participants comments according to the degree they felt their need for autonomy, competence, and relatedness was being satisfied or thwarted. In many ways, the discussion reflects my own interpretation and understanding of the link between the theory and the data material. By interpreting the data material in light of self-determination theory, it was possible to observe different processes and factors that may be paramount in student well-being and motivation. According to my own interpretation, all the participants in the study expressed that they enjoyed, and felt connected, to their academic environment. Some of the participants also conveyed that they felt competent and felt a steady progress in their studies. Furthermore, the participants indicated that the learning context felt autonomy-supportive. Satisfaction of the need for autonomy is, according to self-determination theory, crucial for intrinsic motivation.

Link to the thesis
 

About the author

Daniel Kristensen : Former MSc student

Daniel Kristensen

Former MSc student

 


Einherjer8989@hotmail.com
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The story of bioCEED or how to grow a SoTL culture from scratch

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 scratchProceedings of The 38th ANNUAL EAIR FORUM. https://lup.lub.lu.se/search/publication/21da69fd-e9cf-491d-926b-46d4d5e53751

 

About the author

Roy Andersson : Associate Professor II

Roy Andersson

Associate Professor II

 

+46 46 222 49 07
roy.andersson@cs.lth.se
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Oddfrid Førland : Advisor, Centre Coordinator

Oddfrid Førland

Advisor, Centre Coordinator

 

+47 55 58 22 24
Oddfrid.Forland@uib.no
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Vigdis Vandvik : Professor, Centre Leader

Vigdis Vandvik

Professor, Centre Leader

 
I am the Centre Director of bioCEED, and am responsible for overseeing the activities and development of the center in relation to our plans, deliverables, and long-term goals.

+47 55 58 33 32
Vigdis.Vandvik@uib.no
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bioCEED articles presented at MNT-konferansen 2017

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

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

About the author

Lucas M. Jeno : PhD student

Lucas M. Jeno

PhD student

 
I am a PhD candidate/scholar responsible of investigating teaching and learning related issues at bioCEED. My main interest is on student learning and motivation, and how teachers motivate their students.
 
My projects

+47 48 13 46 43
Lucas.Jeno@uib.no
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Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective

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 PerspectiveInternational Journal of Technology and Inclusive Education, 5(1), 716-721

 

About the author

Lucas M. Jeno : PhD student

Lucas M. Jeno

PhD student

 
I am a PhD candidate/scholar responsible of investigating teaching and learning related issues at bioCEED. My main interest is on student learning and motivation, and how teachers motivate their students.
 
My projects

+47 48 13 46 43
Lucas.Jeno@uib.no
Follow me on Twitter

Developing Collaboration as a Transferrable Skills in Biology Tertiary Education

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.

 

About the author

Torstein Nielsen Hole : PhD student

Torstein Nielsen Hole

PhD student

 
I am a Ph.D student part of the PRIME project and bioCEED. I am responsible for assessing and researching approaches to student learning in practice activities such as the workplace and field-work.
 
My projects

+47 98 07 16 17
Torstein.Hole@uib.no
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