Presentation on theme: "Motivation in Workbased Learning By Claudia Filsinger-Mohun, Ilona Hay, Gina King & Alan Martin."— Presentation transcript:
Motivation in Workbased Learning By Claudia Filsinger-Mohun, Ilona Hay, Gina King & Alan Martin
Learning Outcome Evaluate student motivation factors for work-based learning
Employment/Work Higher Education Learning THROUGH/AT work (Certificates, degrees etc and short courses while employed) Learning FOR work (placements, short internships and course related projects) while in HE How learning takes place Work-based learning context Employability (Lemanski et al., 2011) Widening Participation (Thomas, 2001)
Stakeholders (HEFCE, 2011; EURO RSCG HEIST, 2011) students employers university professional bodies Work-based learning context
Barriers and Enablers to motivation On each table there are 2 named cards that expresses a form of work based learning, choose one that most applies to the subject you teach. Find a partner who has chosen the same card. For 2 minutes discuss and name one barrier and one enabler that affect motivation in work based learning.
Motivation theories Expectancy-Value theory (Wigfield & Eccles, 2000) Expectation of success and value of the task Interest theory (Hidi & Renninger, 2006) Desire to engage over time Achievement goal theory (Harackiewicz & Elliot, 1993) Performance or Mastery approaches to motivation
Motivational factors (Helle et al. 2007) Authenticity Expectancy-value theory Does the learning match the real world experience Competence Interest theory Opportunities to succeed at work based skills Autonomy Achievement goal theory The extent to which the learning is teacher driven or student driven
Brainstorming additional factors Think of factors that contrast with the three outlined above On your table there are 6 “bricks”, write the name of each of your group’s factors on each of the 3 (blank) “bricks” In your groups think of three additional factors that might have an effect upon student motivation in a work based learning course
Prioritising motivation factors In each of your groups create a tower in order of priority for the group so that the highest “brick” represents the top priority factor to consider. You can be creative!
Summary 1.What is the student context (work based or Higher Education based)? 2. Which motivational factors are most important when making design decisions for Work-Based Learning courses? 3. What is the influence of external stakeholders (e.g. employers, professional bodies)?
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Thank you for listening Any Questions?
Further information on Work-based Learning Brookes University: employers/workforce-development/: employers/workforce-development/ Middlesex University Resources ations/index.aspx ations/index.aspx
References/Bibliography Boud, D. and Solomon, N., Work-based Learning - A New Higher Education? Buckingham: SRHE and Open University Press. Clarke, J. and Copeland, L., ‘Developing nursing practice through work-based learning’. Nurse Education in Practice, Vol. 3, Issue4, pp Edwards, K., ‘Moments of Possibility: An Exploration of Adult Participation in Work-based Learning’. Widening Participation and Lifelong Learning, Winter, 15 (4), pp EURO RSCG HEIST, HIs, CPD and Employer Engagement. [online] Available at: employers/workforce-developmenthttp://www.brookes.ac.uk/business-and-employers/workforce-development [accessed 3 March 2014]http://www.brookes.ac.uk/business-and employers/workforce-developmenthttp://www.brookes.ac.uk/business-and-employers/workforce-development HEFCE, Evaluation of the Higher Education Transforming Workforce Development Programme. [online] Available at: https://www.hefce.ac.uk/media/hefce/content/pubs/indirreports/2011/re1311workforcedevprog/rd13_11.pdf (accessed 3rd March 2011) https://www.hefce.ac.uk/media/hefce/content/pubs/indirreports/2011/re1311workforcedevprog/rd13_11.pdf Helle, L., Tynjala, P., Olkinuora, E. and Lonka, K., “Ain't nothin' like the real thing'. Motivation and study processes on a work-based project course in information systems design.” British Journal of Educational Psychology 77, pp Helyer, R., The Work-based Learning Student Handbook. Basingstoke: Palgrave Macmillan Keeling, D., Jones, E., Botterill, D. and Gray, C. ‘Work Based Learning: Motivation and Employer and Employee interaction: implications for lifelong learning’. IETI, 35 (4), pp Lemanski, T., Mevis, R., and Overton, T., ‘An Introduction to Workbased Learning’. New Directions in the teaching of Physical Sciences, Issue 6, September, pp Marriot, N., Telford, B., Davies, M. and Evans, J., ‘Students’ Perceptions of Work-Based Training and Examination-Based Learning Relating to the Professional Competence of Auditors and the Impact of Regulatory Changes on Audit Training in the UK’. Accounting Education: an international journal, April, 20 (2), pp.133–151. Maureen, K., Walsh-Blair, L., ‘Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement- related beliefs’. Journal of Vocational Behavior, Oct, 77(2), pp Mumford, J. and Roodhouse, S., Understanding Work-based Learning. Farnham: Gower. Raelin, J., Workbased Learning. San Francisco: Jossey Bass. Thomas, L., 2001, Widening Participation in Post-Compulsary Education. London: Continuum. Waskiewicz, R., ‘Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge’. American Journal of Pharmaceutical Education, 76 (4) Article 65, pp E