Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning

KAŠPÁRKOVÁ, Ludmila. Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning. Online. In Gabriela Pleschová, Agnes Simon. Early Career Academics' Reflections on Learning to Teach in Central Europe. London: Staff and Educational Development Association, 2018, p. 95-102. ISBN 978-1-902435-63-3.

Basic information

• Original name: Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning
• Authors: KAŠPÁRKOVÁ, Ludmila (203 Czech Republic, guarantor, belonging to the institution).
• Edition: London, Early Career Academics' Reflections on Learning to Teach in Central Europe, p. 95-102, 8 pp. 2018.
• Publisher: Staff and Educational Development Association

Other information

• Original language: English
• Type of outcome: Chapter(s) of a specialized book
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: United Kingdom of Great Britain and Northern Ireland
• Confidentiality degree: is not subject to a state or trade secret
• Publication form: electronic version available online
• WWW: chapter
• RIV identification code: RIV/00216224:14230/18:00106757
• Organization unit: Faculty of Social Studies
• ISBN: 978-1-902435-63-3
• Keywords in English: Bloom’s taxonomy; constructive alignment; continuous assessment; flipped classroom; motivation; participation; psychology; teaching large groups
• Tags: rivok
• Tags: International impact, Reviewed

Abstract

This chapter reports on the innovation that aimed to increase student motivation and to help students achieve higher-order learning outcomes (Krathwohl 2002). Specifically, my colleagues redesigned the course following the logic of constructive alignment, changed its content to be more appealing and students were invited to participate more actively both in and outside of the classroom. In the context of departmental teaching, this innovation provided a new approach centred on student learning. Its novelty was that students presented the ongoing results of their work and reworked their assignments based on feedback from their teachers and peers alike. There was an increased emphasis on the applicability of the results of students’ work. Therefore, students developed competences in line with the current demands of the labour market, such as the ability to present the results in a concise, understandable and interesting way. Students’ feedback and my observation on seminars suggested that the innovation largely met its goals. Notwithstanding the need for further improvements, the innovation was successful and can serve as a starting point when redesigning another course—whether it be at our university or elsewhere.

Links

• 2016-1-SK01-KA203-022551, interní kód MU: Name: Extending and reinforcing good practice in teacher development (Acronym: ERGP)

Investor: European Union, Strategic Partnerships in the field of education, training and youth