Increasing Learning Motivation and Student Engagement through the Technology- Supported Learning Environment

Yung-Ting Chuang

doi:10.4236/ce.2014.523221

Abstract

Education is one of the most important elements in our lives because it is a direct way to broaden our knowledge. In order to enhance academic learning experience, an increasing number of instructors are changing their pedagogies to make their students socially active in class participation. In this article, the author describes how the development and implementation of the technology-supported learning environment will be beneficial in student and instructor engagement and the overall learning motivation. The author first provides detailed implementation of the technology-supported learning environment. Next, she explains how to utilize such environment to increase in-class participation and to support collaborative learning. She then examines students’ overall learning and feedback, and analyzes the costs and benefits of this pedagogy. Finally, she concludes that this environment can promote greater classroom engagement and support collaborative learning.

Highlights

Teaching is the fundamental mission of any university or college
The main purpose of this paper is to introduce a technology-supported environment to promote in-class participation and achieve collaborative learning
I concluded that most of the students believed that the flow was reasonable and the concepts introduced in my class were very interesting

Summary

Introduction

Teaching is the fundamental mission of any university or college. The creation of new knowledge is of little value without the ability to pass on that new knowledge, and existing knowledge, to the generation. It is important to understand how students learn and to know when they might confront difficulties with new concept. Traditional lecturing has used an instructor-oriented approach, where the majority of the class time depends on the instructor’s delivery of knowledge. The drawback of such lecturing is that there is little interaction between instructors and students, as students tend to engage only passively with the material.

Objectives

Results

Conclusion