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Crisp, Erin; Hardman, Philippa – New Directions for Teaching and Learning, 2023
This chapter proposes a new approach to evaluating course quality by prioritizing the learner's feedback experience. The authors argue that courses may still be ineffective despite having the core components and suggest incorporating technology to enhance the feedback experience.
Descriptors: Learning Motivation, Feedback (Response), Design, Standards

Olmsted, John, III – New Directions for Teaching and Learning, 1991
Concerned that many students were barely surviving introductory chemistry rather than thriving, one college teacher used classroom research to assess and encourage student involvement and to understand students' difficulties with the material. Although student achievement has not risen measurably, students appreciate the techniques and participate…
Descriptors: Chemistry, Classroom Research, Higher Education, Introductory Courses

McMillan, James H.; Forsyth, Donelson R. – New Directions for Teaching and Learning, 1991
Students are motivated to the extent that they initiate and sustain meaningful involvement in learning. Theories of motivation suggest that appropriate attention to college students' needs and expectations for success will enhance their involvement and learning. (Author/MSE)
Descriptors: College Instruction, Expectation, Higher Education, Learning Motivation

Panitz, Theodore – New Directions for Teaching and Learning, 1999
Cooperative learning improves students' learning motivation in a diverse college student population by creating a favorable disposition toward the learning experience through personal relevance and choice; creating an understanding that learners are effective in learning something they value; and creating challenging, thoughtful learning…
Descriptors: Classroom Techniques, Cooperative Learning, Higher Education, Instructional Effectiveness

Theall, Michael; Franklin, Jennifer – New Directions for Teaching and Learning, 1999
Reviews and synthesizes a number of motivational models, issues, and strategies, showing their interrelationship, relevance to higher education, and strongly similar conceptual themes and terminology. The models' consistency suggests that inclusion in a coherent community raises awareness and enhances positive attitudes; what emerges is a…
Descriptors: Attitude Change, Change Strategies, College Environment, College Instruction

Hagen, Anastasia S.; Weinstein, Claire Ellen – New Directions for Teaching and Learning, 1995
Mastery and performance goals can dramatically influence college students' self-regulated learning. These independent but complementary types of goals are shaped in important ways by how faculty organize and structure their classrooms for learning, particularly through the tasks assigned, development of student authority, and the focus of student…
Descriptors: Academic Achievement, Classroom Environment, Competency Based Education, Goal Orientation