Tuesday Onsite Presentation Session 2 Learning Experiences, Student Learning & Learner Diversity

Session Chair: Fred Ku

11:25-11:50

68078 | Exploring Student Motivation Factors Within a Learning Analytics Context to Increase Student Academic Achievement: A Case Study in a UK Computer Science Department

Hafsa Al Ansari, University of Huddersfield, United Kingdom & University of Technology and Applied Science, Oman

The aim of the study is to improve the computer science student learning and performance by exploring the motivational factors within the learning analytics (LA) context. The study adapts the exploratory case study approach to target students from Computer Science Department at the University of Huddersfield, UK. The study would develop a model to explore undergraduate CS student motivation factors through Self-Determination theory and train the identified factors using LA records. The study also, will test if the identified factors have an effect on student final grade?. More than 10,000 thousand virtual learning environment records are analyzed from the year 2018 to 2021, with the study applying a mixed-method approach using survey, interview and data records. The analysis findings revealed that there are 9 significant factors that can have an impact on CS student motivation and therefore affecting their final grade. Observing the research aim, the data collection examined both qualitative and quantitative data that helped to provide further insight into the phenomena of student motivation factors. The factors can contribute to providing a better learning experience for students and teachers. The findings also, can be used to inform the future design of learning analytics (LA) tools to adapt the human center design approach. Therefore, the new LA tools can include cognitive and noncognitive factors that can be used to enhance student motivation and engagement based on student perspective.

11:50-12:15

67573 | The ‘Unteachable’ Child – Developing Instructional Pedagogies to Motivate

Eunice Tan, Sinagpore University of Social Sciences, Singapore

This study looks at an alternative approach to teaching children, both for the typically developing child and the child with special needs. A strength-based approach focuses on students' positive qualities and contributions instead of the skills and abilities they may not have. A strength-based approach is the identification and development of a student’s natural talents in order to educate the whole child. It is a philosophical point of view that underscore the positive features of a student’s efforts, strengths and interest. This methodology believes that every student has talents and strengths that can be harnessed to help them be successful. The underlying main belief of a strength-based approach is that all children have potential and that parents and educators must try to find out and implement the type of learning experiences that can help the child realise and maximize his or her interests and strengths. In this study, 175 parents and teachers were surveyed regarding the child’s strengths. This presentation will look into the different ways in which strength-based approaches can be applied to enhance teaching methodologies.

12:15-12:40

69123 | Students’ Attitude, Effectiveness and Key Challenges of Online Teaching and Learning – A Survey Study

Fred Ku, The Chinese University of Hong Kong, Hong Kong Universities around the world have widely adopted online teaching and learning in the past three years due to COVID. Such drastic and rapid change was very rare, and it provided valuable opportunities to researchers to study the effectiveness and challenges of implementing online T & L. This study aims to gauge and document student preference, learning effectiveness, classroom dynamics, and external support of largescale online teaching and learning in business education. A total of 128 voluntary responses were received and eight focus groups had been conducted in 2021. We found that even though online teaching and learning has been quite new to both teachers and students, about 70% of students were satisfied with their online learning experience. However, around 60% and 47% of them reported to prefer face-to-face and hybrid learning mode respectively. As for the mode of online learning, about 40% of participants also preferred mostly synchronous mode or fully synchronous mode. External support was found to be crucial in the success of online T & L. In this study, we also identified success factors for online T&L to be effective and cater the demand for most students. This sheds light to the further development and implementation of online T & L in tertiary education.