TY - GEN
T1 - Exploring the student experience in low-cost intrinsic motivation course conversions
AU - Trenshaw, Kathryn F.
AU - Alonso, Renata A.Revelo
AU - Earl, Katherine
AU - Herman, Geoffrey L.
PY - 2013
Y1 - 2013
N2 - The low-cost intrinsic motivation (IM) course conversion project aims to promote the adoption of education innovations, lowering the costs of these innovations by promoting students' intrinsic motivation to learn and to invest in their own education. We have piloted and scaled the IM course conversion of a large enrollment, sophomore-level engineering course. As part of a broader evaluation, we interviewed 31 students to better understand how the IM course conversion affected students' motivations to learn. During these interviews, students described their experiences in the course as a story from the beginning to the end of the semester. Interviews were transcribed and analyzed with an open coding scheme focused on motivational and affective statements. Preliminary analysis indicates that strategic choices, positive team dynamics, and productive failures in the learning process all contribute to promoting students' intrinsic motivation to learn in both pilot and full scale IM course conversions.
AB - The low-cost intrinsic motivation (IM) course conversion project aims to promote the adoption of education innovations, lowering the costs of these innovations by promoting students' intrinsic motivation to learn and to invest in their own education. We have piloted and scaled the IM course conversion of a large enrollment, sophomore-level engineering course. As part of a broader evaluation, we interviewed 31 students to better understand how the IM course conversion affected students' motivations to learn. During these interviews, students described their experiences in the course as a story from the beginning to the end of the semester. Interviews were transcribed and analyzed with an open coding scheme focused on motivational and affective statements. Preliminary analysis indicates that strategic choices, positive team dynamics, and productive failures in the learning process all contribute to promoting students' intrinsic motivation to learn in both pilot and full scale IM course conversions.
KW - Course conversion
KW - Intrinsic motivation
KW - Large enrollment
KW - Low cost
KW - Self-determination theory
KW - Student interviews
KW - Undergraduate
UR - http://www.scopus.com/inward/record.url?scp=84893235606&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84893235606&partnerID=8YFLogxK
U2 - 10.1109/FIE.2013.6684792
DO - 10.1109/FIE.2013.6684792
M3 - Conference contribution
AN - SCOPUS:84893235606
SN - 9781467352611
T3 - Proceedings - Frontiers in Education Conference, FIE
SP - 78
EP - 79
BT - 2013 Frontiers in Education Conference
T2 - 43rd IEEE Annual Frontiers in Education Conference, FIE 2013
Y2 - 23 October 2013 through 26 October 2013
ER -