Students’ motivational factors and engagement strategies in constructivist- based blended learning environments
Bibliographic Data
| ID | 14816004 |
|---|---|
| Authors | Haruni Machumu (0000-0002-5743-8906), Chang Zhu (0000-0002-0057-275X, Blended Solutions), Mustapha Almasi (0000-0001-7154-0854) |
| Year | 2018 |
| Volume | 31 |
| Issue | 1 |
| Publication date | 2018-08-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | AVRUG-bulletin/Afrika Focus (JOURNAL) |
| Journal identifiers | ISSN: 0772-0793 • E-ISSN: 0772-084X |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.21825/af.v31i1.9029 |
| OpenAlex | W2885944159 |
| Language | EN |
| References cited | 12 |
Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ moti- vational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challeng- ing learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies. Key words: motivational factors, constructivist-based learning, blended learning environment, engagement strategies, learning
Blended Learning · Constructivist teaching methods · Educational technology · Mathematics education · Pedagogy · Student engagement · Teaching method · Educational Environments and Student Outcomes · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
Student engagement with school
Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions
Activity theory as a framework for designing constructivist learning environments
Self-Efficacy Beliefs in Academic Settings
Relationships Matter
Objectivism versus constructivism
Motivational Beliefs, Values, and Goals
Motivational and self-regulated learning components of classroom academic performance.
A time‐based blended learning model
Learner Dispositions, Self-Theories and Student Engagement
Intrinsic and Extrinsic Motivations
Gender differences in scholastic achievement
| Citation velocity | historical |
|---|---|
| Highly cited | No |