UNIVERSITY CENTRAL



Researcher : Kember DR

Project Title:Motivational orientation of post-secondary students in Hong Kong and the way in which the teaching and learning environment impacts upon motivation
Investigator(s):Kember DR
Department:University Central
Source(s) of Funding:General Research Fund (GRF)
Start Date:01/2008
Abstract:
1) To investigate the initial motivational orientation of those entering post-secondary education in Hong Kong. 2) To extend the ambit of the framework for characterising undergraduate motivation to the more diverse types of student now entering post-secondary education. 3) To determine the types of teaching and learning environments most conducive to motivating these students to work hard towards academic success and high quality learning outcomes. 4) To develop case studies of teaching and learning environments which do, or do not, motivate students towards high quality learning outcomes. 5) To derive, from the case studies, principles for designing broad curricula and establishing teaching and learning environments in post-secondary education conducive to stimulating students to work long and hard towards high quality learning outcomes. 6) To examine the degree of fit between the initial motivational orientation and desired outcomes of post-secondary students and the curriculum design of the newer types of provision. 7) To investigate the compatibility between the envisaged articulated framework for higher education and the motivational orientations of the new types of entrant to post-secondary education.


Project Title:Adapting study approaches acquired at school to suit the demands of university
Investigator(s):Kember DR, Prosser MT
Department:University Central
Source(s) of Funding:General Research Fund (GRF)
Start Date:01/2009
Abstract:
1) To investigate the relationship between students’ beliefs about knowledge, teaching and learning for particular disciplines. 2) To better characterise the nature of the transition in the connected trio of beliefs about knowledge, teaching and learning students need to make when progressing from school to university study of a particular discipline. 3) To investigate how the nature of the transition varies between disciplines and professional programmes. 4) To watch out for any evidence of how situated beliefs about knowledge, teaching and learning relate to the development of generic capabilities. 5) To identify types of courses and approaches to teaching which aid students in developing approaches suited to university study. 6) To compare such courses and types of teaching to see if there are any common factors which seem to aid students in making the transition between school and university study approaches.


List of Research Outputs

Kember D.R. and Watkins D.A., Approaches to learning and teaching by the Chinese., In: Bond, M.H. , The Oxford handbook of Chinese psychology.. Oxford, Oxford University Press, 2010.
Kember D.R., Ho A. and Hong C.S.L., Characterising a teaching and learning environment capable of motivating student learning., Learning Environments Research. 2009, 13: 43-57.
Kember D.R. and Leung Y.P., Comparing the effect on the development of graduate capabilities of the differing teaching and learning environments in three discipline areas, In: Teo, T. & Khine, M.S., Structural equation modeling: Concepts and applications in educational research. Rotterdam, Netherlands, Sense Publishers, 2009, 267-286.
Kember D.R., Ho A. and Hong C.S.L., Initial motivational orientation of students enrolling in undergraduate degrees., Studies in Higher Education. 2010, 35: 263-276.
Kember D.R., Opening up the road to nowhere: problems with the path to mass higher education in Hong Kong., Higher Education. 2010, 59: 167-179.
Kember D.R., Mc Naught C., Chong F.C.Y., Lam P. and CHENG K.F., Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments., Computers and Education. 2010, 55: 1183-1192.


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