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This book is based upon three interrelated open naturalistic studies conducted to better characterise the motivational orientation of students in higher education. Open semi-structured individual interviews were conducted with undergraduates, students at community colleges and students in taught postgraduate courses in Hong Kong. The analysis used an exploratory grounded theory approach and resulted in a motivational orientation framework with six continua with positive and negative poles. On enrolment students had positions on the six facets of motivation, which shifted as they progressed through their degree according to their perceptions of the teaching and learning environment. The framework can, therefore, be used to explain both initial decisions to enrol and motivation to continue studying. The interviews included descriptions of teaching approaches and learning activities and their effects on motivation. This made it possible to describe a teaching and learning environment conducive to motivation, with eight supportive conditions. Each facet of the teaching and learning environment is illustrated with quotations from the three groups of students, resulting in a guide to configuring a teaching and learning environment conducive to motivating students. The emerging community-college sector in Hong Kong is used as a case study of the effects on student motivation of the expansion of the higher education sector through private colleges. Cultural issues are discussed, particularly the performance of Asian students relative to those in the West.

Education. --- Assessment. --- Higher education. --- Higher Education. --- Learning & Instruction. --- Assessment, Testing and Evaluation. --- College students --- Higher education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Education --- Education, Higher. --- Educational tests and measuremen. --- Postsecondary education --- Universities and colleges --- Learning. --- Instruction. --- Learning process --- Comprehension

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This book is based upon three interrelated open naturalistic studies conducted to better characterise the motivational orientation of students in higher education. Open semi-structured individual interviews were conducted with undergraduates, students at community colleges and students in taught postgraduate courses in Hong Kong. The analysis used an exploratory grounded theory approach and resulted in a motivational orientation framework with six continua with positive and negative poles. On enrolment students had positions on the six facets of motivation, which shifted as they progressed through their degree according to their perceptions of the teaching and learning environment. The framework can, therefore, be used to explain both initial decisions to enrol and motivation to continue studying. The interviews included descriptions of teaching approaches and learning activities and their effects on motivation. This made it possible to describe a teaching and learning environment conducive to motivation, with eight supportive conditions. Each facet of the teaching and learning environment is illustrated with quotations from the three groups of students, resulting in a guide to configuring a teaching and learning environment conducive to motivating students. The emerging community-college sector in Hong Kong is used as a case study of the effects on student motivation of the expansion of the higher education sector through private colleges. Cultural issues are discussed, particularly the performance of Asian students relative to those in the West.

Didactic evaluation --- Didactics --- Teaching --- Higher education --- HO (hoger onderwijs) --- motivatie --- assessments (onderwijs) --- didactiek --- evaluatie (onderwijs) --- onderwijs --- opvoeding

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The book is a collective investigation of the structuring of theses in education, the social sciences and other disciplines that commonly do not follow the standard procedures of the scientific method. To help research students design a structure for their own thesis and liberate their investigations from the constraints associated with the use of the conventional structure, it explains how the structures adopted were designed to suit the topic, methodology and paradigm. It also provides a wide range of examples to draw upon, which suit a broad spectrum of theory, methodological approaches, research methods and paradigms. Additionally, by analyzing the methodologies and paradigms, and reviewing the methodological and paradigmatic spectrum, it offers a significant contribution to the way research is conceptualized. The book addresses a number of key questions faced by students, supervisors and examiners: •Why do examiners often find it difficult to read work in non-scientific disciplines when theses are structured in accordance with the conventional scientific method? •Why do students in non-scientific disciplines struggle to write up the outcomes of their research in the conventional structure? •What alternative thesis structures can be devised to better suit the wide range of methods? •Which theories and paradigms are commonly followed in education and the social sciences and how do these perspectives influence the research process? •What methods, theories and paradigms are commonly adopted by education and social science students and what problems do these pose when students write their theses?

Science --- Social sciences (general) --- Sociology --- Didactics --- Higher education --- HO (hoger onderwijs) --- sociologie --- didactiek --- onderzoeksmethoden --- sociale wetenschappen --- methodologieën --- Higher education. --- Learning. --- Instruction. --- Social sciences. --- Sociology—Research. --- Higher Education. --- Learning & Instruction. --- Methodology of the Social Sciences. --- Research Methodology. --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Learning process --- Comprehension --- Education --- College students --- Postsecondary education --- Universities and colleges --- Education, Higher.

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The book is a collective investigation of the structuring of theses in education, the social sciences and other disciplines that commonly do not follow the standard procedures of the scientific method. To help research students design a structure for their own thesis and liberate their investigations from the constraints associated with the use of the conventional structure, it explains how the structures adopted were designed to suit the topic, methodology and paradigm. It also provides a wide range of examples to draw upon, which suit a broad spectrum of theory, methodological approaches, research methods and paradigms. Additionally, by analyzing the methodologies and paradigms, and reviewing the methodological and paradigmatic spectrum, it offers a significant contribution to the way research is conceptualized. The book addresses a number of key questions faced by students, supervisors and examiners: •Why do examiners often find it difficult to read work in non-scientific disciplines when theses are structured in accordance with the conventional scientific method? •Why do students in non-scientific disciplines struggle to write up the outcomes of their research in the conventional structure? •What alternative thesis structures can be devised to better suit the wide range of methods? •Which theories and paradigms are commonly followed in education and the social sciences and how do these perspectives influence the research process? •What methods, theories and paradigms are commonly adopted by education and social science students and what problems do these pose when students write their theses?

Science --- Social sciences (general) --- Sociology --- Didactics --- Higher education --- HO (hoger onderwijs) --- sociologie --- didactiek --- onderzoeksmethoden --- sociale wetenschappen --- methodologieën

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Higher education has undergone a massive transformation in teaching and learning in a very short period of time since the onset of Covid-19. Students, teachers and universities have had to adopt online and blended learning, often with little or no experience or models of good practice to draw upon. It is clear that blended and online learning are here to stay. This book draws on research from universities that have adopted online and blended learning to facilitate the expansion and diversification of their intake; which resulted in considerable experience and expertise in online and blended teaching. The book describes a model, tested with qualitative and quantitative data, which shows how teachers can support the retention and success of online and blended learners with four high-quality pedagogical elements: bite-sized videos of interest and relevance; learning materials that are well organised and provide a clear learning roadmap; discussion forums which are set up and moderated so as to result in lively student-student and student-teacher interaction; and, online teachers being approachable and responsive to communication with individual students through email, phone and online communication platforms. This model is explained and profusely illustrated with examples from the teaching of award-winning teachers. This book introduces the concept of a spectrum from traditional to contemporary models of admission and course delivery in higher education. It explains how universities which have adopted a contemporary model, with high levels of blended and online learning, have been able to expand their intake and markedly diversify the student body. It discusses how to support the retention and success of online and blended learners. Student support services are examined from the perspectives of service providers and online and blended learners and the case is made for support services being aligned with student needs. The book has a discussion of university management systems which utilise feedback at all levels to improve alignment between support service provision and student needs.

Computer assisted instruction --- Audiovisual methods --- Teaching --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- onderwijstechnologie --- computerondersteund onderwijs --- levenslang leren --- lesgeven