Designing and Implementing a Situated Learning Program and Determining Its Impact on the Students' Motivation and Learning

Autor/inn/en	Hossainy, Fakhrozaman Naeemi; Zare, Hossein; Hormozi, Mahmud; Shaghaghi, Farhad; Kaveh, Mohamad Hossain
Titel	Designing and Implementing a Situated Learning Program and Determining Its Impact on the Students' Motivation and Learning
Quelle	In: Turkish Online Journal of Distance Education, 13 (2012) 2, S.36-47 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Foreign Countries; Blended Learning; Instructional Design; Simulation; Video Technology; Discussion; Computer Mediated Communication; Computer Assisted Instruction; Comparative Analysis; Statistical Analysis; Pretests Posttests; Instructional Effectiveness; College Instruction; Academic Achievement; Achievement Tests; Student Motivation; Lecture Method; Questionnaires; Intervention; Psychology; Relevance (Education); Portfolio Assessment; Internet; College Students; Iran + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Simulation program; Simulationsprogramm; Diskussion; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Statistische Analyse; Unterrichtserfolg; Hochschullehre; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulische Motivation; Fragebogen; Psychologie; Relevance; Relevanz; Portfoliobeurteilung; Collegestudent
Abstract	Inability to use knowledge is one of the major problems that university graduates face. Some instructional designers recommend situated learning for the solution. The purpose of this study is to determine the effect of situated learning on students' school motivation and achievement. The two main hypotheses are: 1- Situated learning increases learning. 2- Situated learning increases school motivation. Thirty four psychology junior students at Payame Noor University, Tehran, Iran participated in the study. Classes were randomly selected for situated learning curriculum and lecture-based curriculum. Lecture-based curriculum was performed in face to face classroom. Situated learning was carried out in blended learning approach. Data was collected by school achievement test and the short form of Mc Inerney and Sinclaier standard motivation questionnaire, before and after interventions. Statistical analysis was done by SPSS software version 15. It was shown that situated learning increased academic achievement (p less than 0.001) and motivation (p less than 0.001) in comparison to lecture-based learning and can serve as a good method in instructional programs. (Contains 3 tables.) (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10