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

C 2018

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

KAŠPÁRKOVÁ, Ludmila

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

Language

English

Type of outcome

Kapitola resp. kapitoly v odborné knize

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

není předmětem státního či obchodního tajemství

Publication form

electronic version available online

References:

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

Abstract

V originále

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

Citovat

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.

@inbook{1515556,
   author = {Kašpárková, Ludmila},
   address = {London},
   booktitle = {Early Career Academics' Reflections on Learning to Teach in Central Europe},
   editor = {Gabriela Pleschová, Agnes Simon},
   keywords = {Bloom’s taxonomy; constructive alignment; continuous assessment; flipped classroom; motivation; participation; psychology; teaching large groups},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {London},
   isbn = {978-1-902435-63-3},
   pages = {95-102},
   publisher = {Staff and Educational Development Association},
   title = {Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning},
   url = {https://www.seda.ac.uk/resources/files/publications_251_Ch9_Redesigning_an_unpopular_university_course_Kasparkova.pdf},
   year = {2018}
}

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ID  - 1515556
AU  - Kašpárková, Ludmila
PY  - 2018
TI  - Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning
VL  - Neuveden
PB  - Staff and Educational Development Association
CY  - London
SN  - 9781902435633
KW  - Bloom’s taxonomy
KW  - constructive alignment
KW  - continuous assessment
KW  - flipped classroom
KW  - motivation
KW  - participation
KW  - psychology
KW  - teaching large groups
UR  - https://www.seda.ac.uk/resources/files/publications_251_Ch9_Redesigning_an_unpopular_university_course_Kasparkova.pdf
L2  - https://www.seda.ac.uk/resources/files/publications_251_Ch9_Redesigning_an_unpopular_university_course_Kasparkova.pdf
N2  - 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.
ER  -

KAŠPÁRKOVÁ, Ludmila. Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning. Online. In Gabriela Pleschová, Agnes Simon. \textit{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.

Detailed Information on Publication Record