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Connecting Peer Reviews with Students' Motivation Onboarding, Motivation and Blended Learning

机译：通过学生的船上，动机和混合学习与学生的动机连接

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摘要

This paper evaluates the onboarding phase for students who are exposed to a blended and open learning environment for the first time, where self-directed learning is key to success. The study was undertaken in a very restricted environment, where the primary motivation of students is the achievement of good grades in the most efficient manner due to extreme time constraints. In past research, we have shown that students have difficulty to move from the traditional setting of frontal lecture and final exam to an open learning environment that focuses more on self-directed learning and peer created content than grades. This work builds on findings that blended learning environment should be adaptive to learner types and gamification features need to be implicit. Adaptivity is not guaranteed through a single platform but instead by involving students in constructing their learning environment. This paper reports on the final set up of the course and the student evaluation thereof. We show that the current environment with student involvement leads to mostly positive attitudes towards most aspects of the course across virtually all students. Forums are perceived as a barrier as are individual contributions to the class content and are not appropriate features for onboarding. In contrast and despite being difficult, effective use of peer reviews can be shown to match student motivation across all learners. Their use is understood as a means to obtaining a good grade and learning.
机译：本文评估了第一次暴露于混合和开放学习环境的学生的船上阶段，其中自我指导的学习是成功的关键。该研究在一个非常受限制的环境中进行，在那里，学生的主要动机是由于极端时间限制，以最有效的方式实现良好等级。在过去的研究中，我们表明，学生难以从传统的正面讲座和最终考试的传统设置，到一个开放的学习环境，专注于自我导向的学习和同伴创造的内容而不是成绩。这项工作建立在调查结果上，即混合学习环境应该适应学习者类型和游戏功能需要隐含的。通过单个平台无法保证适应性，而是通过涉及学生构建学习环境。本文有关课程的最终建立和学生评估的报告。我们表明，目前具有学生参与的环境导致几乎所有学生对课程大部分方面的积极态度。论坛被认为是对课堂内容的个别贡献的障碍，并且是船上的不合适功能。相比之下，尽管困难，有效地利用同行评审，可以展示所有学习者的学生动机。他们的使用被理解为获得良好等级和学习的手段。

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