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490020 SE Seminar on Research Methods: Professional Accountability, Evaluation and Practitioner Research (2025S)
Prüfungsimmanente Lehrveranstaltung
Labels
DIGITAL
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 03.02.2025 09:00 bis Mo 17.02.2025 09:00
- Abmeldung bis Fr 28.03.2025 12:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- N Montag 10.03. 15:00 - 20:00 Digital
- Montag 17.03. 15:00 - 20:00 Digital
- Montag 24.03. 15:00 - 20:00 Digital
- Montag 31.03. 15:00 - 20:00 Digital
- Montag 28.04. 15:00 - 18:15 Digital
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Permitted Aids for the Examination/Partial Performances:
For Mini-Tasks and Group Proposal/Presentation: Students may use course materials (articles, textbooks, notes) and external academic resources. Collaboration with group members is encouraged for the proposal and presentation.For the Short Test: No materials are allowed during the multiple-choice mini-test. Students must complete this test individually without the use of notes, textbooks, or external resources.
For Mini-Tasks and Group Proposal/Presentation: Students may use course materials (articles, textbooks, notes) and external academic resources. Collaboration with group members is encouraged for the proposal and presentation.For the Short Test: No materials are allowed during the multiple-choice mini-test. Students must complete this test individually without the use of notes, textbooks, or external resources.
Mindestanforderungen und Beurteilungsmaßstab
Requirements for a Positive Assessment:
To receive a positive assessment (pass the course), students must:Complete all assigned mini-tasks (reflections on readings) with satisfactory performance.
Participate actively in class discussions and activities, contributing thoughtful input regularly.
Successfully develop and present a group proposal for an empirical study on motivation.
Pass short test ( 1 multiple-choice mini-test) by demonstrating a basic understanding of the course material.Assessment of Partial Performances:
Each component of the course will be graded as follows:Assigned Mini-Tasks (20 points): Evaluated based on the quality and depth of reflections and written responses.
Active Participation (20 points): Assessed based on consistent, meaningful contributions to discussions and group work.
Group Proposal and Presentation (30 points): Graded on the clarity, creativity, and rigor of the research proposal, as well as the effectiveness of the presentation.
Short Test (30 points): 1 Multiple-choice mini-test will assess the understanding of key theories and research methodsGrading Scale:
1 (Very Good): 100–89 points
2 (Good): 88–77 points
3 (Satisfactory): 76–64 points
4 (Sufficient): 63–60 points
5 (Insufficient/Fail): Below 60 pointsTo pass the course, students must accumulate a minimum of 60 points
To receive a positive assessment (pass the course), students must:Complete all assigned mini-tasks (reflections on readings) with satisfactory performance.
Participate actively in class discussions and activities, contributing thoughtful input regularly.
Successfully develop and present a group proposal for an empirical study on motivation.
Pass short test ( 1 multiple-choice mini-test) by demonstrating a basic understanding of the course material.Assessment of Partial Performances:
Each component of the course will be graded as follows:Assigned Mini-Tasks (20 points): Evaluated based on the quality and depth of reflections and written responses.
Active Participation (20 points): Assessed based on consistent, meaningful contributions to discussions and group work.
Group Proposal and Presentation (30 points): Graded on the clarity, creativity, and rigor of the research proposal, as well as the effectiveness of the presentation.
Short Test (30 points): 1 Multiple-choice mini-test will assess the understanding of key theories and research methodsGrading Scale:
1 (Very Good): 100–89 points
2 (Good): 88–77 points
3 (Satisfactory): 76–64 points
4 (Sufficient): 63–60 points
5 (Insufficient/Fail): Below 60 pointsTo pass the course, students must accumulate a minimum of 60 points
Prüfungsstoff
Assigned Mini-Tasks (Reflections on Readings):
Students will reflect on assigned assigned reading.
The focus will be on understanding key motivation theories and how they apply to learning and teaching.Active Participation:
Regular engagement in class discussions and activities is required.
Students should demonstrate a clear understanding of the course material and contribute thoughtful insights during discussions.Group Proposal and Presentation:
Students will collaboratively develop a proposal for an empirical study on motivation.
This includes formulating research questions, designing a study, and presenting the proposal to the class.1 Short Test (Multiple-Choice Mini-Test):
multiple-choice mini test on key theories, concepts, and methods in motivation research.
The test will cover material from the course.
Students will reflect on assigned assigned reading.
The focus will be on understanding key motivation theories and how they apply to learning and teaching.Active Participation:
Regular engagement in class discussions and activities is required.
Students should demonstrate a clear understanding of the course material and contribute thoughtful insights during discussions.Group Proposal and Presentation:
Students will collaboratively develop a proposal for an empirical study on motivation.
This includes formulating research questions, designing a study, and presenting the proposal to the class.1 Short Test (Multiple-Choice Mini-Test):
multiple-choice mini test on key theories, concepts, and methods in motivation research.
The test will cover material from the course.
Literatur
Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica, 244, 104177.
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of Gamification on Motivation and Academic Performance: A Systematic Review. Education Sciences, 14(6), 639.
Luria, E., Shalom, M., & Levy, D. A. (2021). Cognitive neuroscience perspectives on motivation and learning: revisiting self‐determination theory. Mind, Brain, and Education, 15(1), 5-17.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Pearson Education.
Turabik, T., & Baskan, G. A. (2015). The importance of motivation theories in terms of education systems. Procedia-Social and Behavioral Sciences, 186, 1055-1063.
Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35(2), 45.
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of Gamification on Motivation and Academic Performance: A Systematic Review. Education Sciences, 14(6), 639.
Luria, E., Shalom, M., & Levy, D. A. (2021). Cognitive neuroscience perspectives on motivation and learning: revisiting self‐determination theory. Mind, Brain, and Education, 15(1), 5-17.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Pearson Education.
Turabik, T., & Baskan, G. A. (2015). The importance of motivation theories in terms of education systems. Procedia-Social and Behavioral Sciences, 186, 1055-1063.
Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35(2), 45.
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Fr 10.01.2025 00:02
The primary learning objective of this course is to equip students with a deep understanding of key motivation theories and research in educational psychology. Students will learn to critically evaluate theoretical and empirical literature, apply motivation principles to real-world educational contexts, and develop skills to design and present proposals for empirical studies on motivation. Additionally, they will gain insights into how motivation impacts learning and performance, and how to implement motivation-enhancing strategies in their professional practice as educators.2. Content to Be Taught:
Introduction to Motivation: Definitions, concepts, and the relationship between motivation, learning, and performance.
Theoretical Perspectives on Motivation: Intrinsic vs. extrinsic motivation, self-determination theory, interest, self-efficacy, and expectancy-value theory.
Research Methods in Motivation: Tools and strategies for assessing motivation
Motivation and Educational Contexts: How motivation influences classroom practices and teaching, and strategies to enhance student motivation.
Proposal Development: Group work to create and present an mini empirical study proposal focused on motivation.3. How the Content Will Be Taught:
The course will be taught through a combination of:
Short lectures to introduce core concepts and theories of motivation.
Group work, where students will develop and present a proposal for an empirical study.
Class discussions and activities designed to engage students in applying motivational theories to real-world educational challenges.
1 Short mini test and reflective tasks to reinforce the concepts and assess students' understanding of the material.
The course is an online course.