Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ983620 - Designing and Implementing a Situated Learning Program and Determining Its Impact on the Students' Motivation and Learning

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

ERIC Full Text (218K) | More Info:
Help Find in a Library

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ983620
Title:	Designing and Implementing a Situated Learning Program and Determining Its Impact on the Students' Motivation and Learning
Authors:	Hossainy, Fakhrozaman Naeemi; Zare, Hossein; Hormozi, Mahmud; Shaghaghi, Farhad; Kaveh, Mohamad Hossain
Descriptors:	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
Source:	Turkish Online Journal of Distance Education, v13 n2 p36-47 Apr 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	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/
Publication Date:	2012-04-00
Pages:	12
Pub Types:	Journal Articles; Reports - Research
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.)
Abstractor:	As Provided
Reference Count:	43

Note:	N/A
Identifiers:	Iran
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1302-6488
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:

Back to Search Results