BRH606 ASSESSMENT 1

BRH606 ASSESSMENT 1

LITERATURE REVIEW MATRIX TEMPLATE

Research problem: Students never want to start their projects early. They procrastinate and then turn in work that is underdeveloped because they don’t give themselves enough time to think and to edit their work. This research aims to consider how to motivate students to start their projects earlier to achieve better marks.

Research questions/objectives: How can students be effectively motivated to begin their assessment early?

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Author(s), year of publication Claydon, L. (2009). Engaging and motivating students: assessment to aid student learning on a first year core law module. The Law Teacher43(3), 269-283.  Davis, H. C., Dickens, K., Leon Urrutia, M., Sanchéz Vera, M. D. M., & White, S. (2014). MOOCs for Universities and Learners an analysis of motivating factors.    Debruin, J. E. (1982). A perspective on motivating students. The Review of Education/Pedagogy/Cultural Studies8(1), 87-93.
Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students. Assessment & Evaluation in Higher Education35(4), 403-417.  
Purpose of the research Using assessment design to motivate students. Using peer coaching to motivate student success. Why students are motivated to do MOOCs A broad review of Higher Ed student motivation.
Research aim(s) and/or questions  The aim is to explore how assessment help to motivate student performance in first year law.  The aim is to measure the effectiveness of peer coaching for student motivation. The aim is to describe the motivating factors of MOOCs. The aim is to reduce attrition by engaging assessment that are intrinsically motivating.
Methods used for the study (research approach, research design, sampling technique, sample size, data collection method)  Qualitative -content analysis of 300 first year students. Followed with grade analysis between pre- and post- intervention.  Qualitative – interviews with first year students (n=25). Phenomenological approach.  2 studies: 1) meta-analysis of literature why universities have MOOCs 2) Quantitative online survey of students (n=258) with analysis of frequencies  Book review of Motivating Students
Concept 1: Reflective practice  Formative feedback with 5% incentive  Formative feedback to group work  -lifelong learning  
Concept 2: cooperative learning  Group work for second course/module  -Shared interdependent goals -learning in groups  -strategic collaboration  
Concept 3: Learning contexts    -learning context -learning is free and open -convenient to lifestyle -social learning community  
Concept 4: Self-regulated learning   -group work promotes self-regulated learning  -self-regulated learning  
         

Analysis and synthesis of literature

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Reference list

Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students. Assessment & Evaluation in Higher Education35(4), 403-417. https://doi.org/10.1080/02602930902862834

Claydon, L. (2009). Engaging and motivating students: assessment to aid student learning on a first year core law module. The Law Teacher43(3), 269-283. https://doi.org/10.1080/03069400903332538

Davis, H. C., Dickens, K., Leon Urrutia, M., Sanchéz Vera, M. D. M., & White, S. (2014). MOOCs for Universities and Learners an analysis of motivating factors. http://eprints.soton.ac.uk/id/eprint/363714

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Debruin, J. E. (1982). A perspective on motivating students. The Review of Education/Pedagogy/Cultural Studies8(1), 87-93. http://doi.org/10.1080/0098559820080112

Appendix

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