How to Persuade Honors Students to Go the Extra Mile: Creating a Challenging Learning Environment

Autor/inn/en	Scager, Karin; Akkerman, Sanne F.; Pilot, Albert; Wubbels, Theo
Titel	How to Persuade Honors Students to Go the Extra Mile: Creating a Challenging Learning Environment
Quelle	In: High Ability Studies, 24 (2013) 2, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2013.841092
Schlagwörter	Foreign Countries; Academically Gifted; Honors Curriculum; College Students; Educational Environment; Focus Groups; Instructional Materials; Teacher Expectations of Students; Personal Autonomy; Difficulty Level; Instructional Design; Teaching Methods; Observation; Semi Structured Interviews; Comparative Analysis; Self Determination; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Individuelle Autonomie; Schwierigkeitsgrad; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Selbstbestimmung; Niederlande
Abstract	Although universities aim to challenge high-ability students to develop their talents to the full, the question of how to create such challenges remains unanswered. In this study, we examined six different honors courses to discover which factors in the learning environment specifically designed for high-ability students challenged these students and determined how such challenges were established. Perceived challenges (factors and intensity) in the different courses were identified from focus group interviews with students. The interviews were guided by a storyline method which retrospectively discussed students' experiences of course activities. In addition, course materials and audio-recorded classes were analyzed to describe how challenge was established. Results revealed three challenge factors: autonomy, complexity, and teacher expectations, similar to the ones found in a previous, single-case study. Results showed that the greatest challenge was experienced when the three factors were simultaneously experienced in the learning environment. These three challenge factors were manifested in various and sometimes very subtle ways through course design (e.g. open structure of assignments) and class interactions (e.g. particular ways of questioning). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10