Abstract
This study describes the effects on student motivation and cognitive learning strategies of an approach involving an undergraduate learner-centered community of learners approach to instruction. Six learning communities were created using the following objectives: integrated courses, active and collaborative learning, and opportunities for learning through information technology and library resources. Instructors attended ten workshops designed to assist them in developing the learning communities according to the objectives of the program. Results indicate significant changes in motivation and cognitive strategy use by the end of participation in the learning community. Within the motivation subscales, students in the learning communities reported significantly higher levels of intrinsic and extrinsic motivation, more internal control of their learning, and self-efficacy, along with significantly lower levels of test anxiety and task value. Within the learning strategies subscales, students reported increases in their use of rehearsal strategies, organization strategies, critical thinking, time management, and the use of peer learning and help-seeking behaviors.
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Stefanou, C.R., Salisbury-Glennon, J.D. Developing Motivation and Cognitive Learning Strategies Through an Undergraduate Learning Community. Learning Environments Research 5, 77–97 (2002). https://doi.org/10.1023/A:1015610606945
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DOI: https://doi.org/10.1023/A:1015610606945