Abstract

It is generally accepted that intrinsic student motivation is a critical requirement for effective learning but formal learning in school places a huge reliance on extrinsic motivation to focus the learner. This reliance on extrinsic motivation is driven by the pressure on formal schooling to "deliver to the test." The experience of the use of ICT in formal learning is marked with a naive and largely unfulfilled assumption that it would of itself promote a "game-changing" shift in student motivation. This study investigates the effectiveness of a team-based, technology-mediated model called Bridge21 to encourage intrinsic student motivation. The data for the study come from 425 secondary school students, average age 16 years, who participated in workshops of 3.5 days in duration. The workshops took place in an out-of-school learning environment in one academic year. Bridge21 seeks to provide a vehicle to allow the transfer of control of learning from the teacher to the team and in this way to encourage and promote student autonomy. The principal findings reported in this paper are that participation in the workshops had a direct positive impact on the students' perceptions around their learning and on their intrinsic motivation to learn.

Citation

Lawlor, J., Marshall, K. & Tangney, B. (2016). BRIDGE21--Exploring the Potential to Foster Intrinsic Student Motivation through a Team-Based, Technology-Mediated Learning Model. Technology, Pedagogy and Education, 25(2), 187-206. Retrieved January 20, 2021 from https://www.learntechlib.org/p/176140/.

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Keywords

• achievement
• Computer Uses in Education
• focus groups
• Group Activities
• learner engagement
• metacognition
• Mixed Methods Research
• Nonschool Educational Programs
• Personal Autonomy
• Program Effectiveness
• Questionnaires
• Secondary School Students
• Self Esteem
• student motivation
• Workshops