Expectation, Motivation, Engagement and Ownership: Using Student Reflections in the Conative and Affective Domains to Enhance Residential Field Courses

Autor/inn/en	Scott, Graham W.; Humphries, Stuart; Henri, Dominic C.
Titel	Expectation, Motivation, Engagement and Ownership: Using Student Reflections in the Conative and Affective Domains to Enhance Residential Field Courses
Quelle	In: Journal of Geography in Higher Education, 43 (2019) 3, S.280-298 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Graham W.) ORCID (Humphries, Stuart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2019.1608516
Schlagwörter	Expectation; Student Motivation; Learner Engagement; Reflection; Student Attitudes; Field Instruction; Course Selection (Students); Program Design; Independent Study; Student Reaction; Undergraduate Students; Foreign Countries; Geography; Environmental Education; Marine Education; Biological Sciences; Active Learning; Situated Learning; Problem Solving; Aesthetics; Emotional Response; Personal Autonomy; Brazil; Spain; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Schulische Motivation; Schülerverhalten; Praxisklasse; Course selection; Student; Students; Kurswahl; Programme design; Programmaufbau; Programmplanung; Selbststudium; Schülerkritik; Ausland; Geografie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Abwasserbiologie; Aktives Lernen; Problemlösen; Ästhetik; Emotionales Verhalten; Individuelle Autonomie; Brasilien; Spanien
Abstract	Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01