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ERIC Number: EJ985505
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0899-3408
Designing Contributing Student Pedagogies to Promote Students' Intrinsic Motivation to Learn
Herman, Geoffrey L.
Computer Science Education, v22 n4 p369-388 2012
In order to maximize the effectiveness of our pedagogies, we must understand how our pedagogies align with prevailing theories of cognition and motivation and design our pedagogies according to this understanding. When implementing Contributing Student Pedagogies (CSPs), students are expected to make meaningful contributions to the learning of their peers, and consequently, instructors inherently give students power and control over elements of the class. With this loss of power, instructors will become more aware that the quality of the learning environment will depend on the level of students' motivation and engagement rather than the instructor's mastery of content or techniques. Given this greater reliance on student motivation, we will discuss how motivation theories such as Self-Determination Theory (SDT) match and support the use of CSP and how CSP can be used to promote students' intrinsic motivation (IM) to learn. We conclude with examples of how we use principles of SDT to guide our design and use of CSP. We will particularly focus on how we changed the discussion sections of a large, required, sophomore-level class on digital logic and computer organization at a large, research university at relatively low-cost to the presiding class instructor. (Contains 2 tables and 6 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A