Publication
Promoting motivation and participation in higher education: A b-learning experience
| datacite.subject.fos | Ciências Naturais::Ciências da Computação e da Informação | |
| datacite.subject.fos | Ciências Sociais::Ciências da Educação | |
| datacite.subject.sdg | 04:Educação de Qualidade | |
| dc.contributor.author | Pereira, Isabel | |
| dc.contributor.author | Figueiredo, Antonio Dias | |
| dc.date.accessioned | 2025-11-04T12:02:32Z | |
| dc.date.available | 2025-11-04T12:02:32Z | |
| dc.date.issued | 2010-10 | |
| dc.description | Article number - 5673204; Conference name - 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010; Conference date - 27 October 2010 - 30 October 2010; Conference code - 83518 | |
| dc.description | EISBN - 978-1-4244-6262-9 | |
| dc.description | Fonte: https://www.researchgate.net/publication/261479043_Promoting_motivation_and_participation_in_higher_education_A_b-learning_experience | |
| dc.description.abstract | A b-learning based pedagogical strategy is proposed to promote motivation and participation in higher education. It employs Open Space Technology (OST), collaborative activities, peer evaluation, individual reflection, and the sharing of a final purpose. OST lets the students group themselves according to their interest in a task and develops a mobilizing sense of belonging. A peer-evaluation phase is included, in which each group evaluates and gives suggestions to another group. The groups then produce the final versions of their work, which are presented at a final event whose format has been negotiated to strengthen motivation and shared commitment. The students are also expected to reflect individually on their own participation and learning during the course. The paper describes the pedagogical experiments that supported the development and validation of the strategy and explains why it had a positive impact on student participation and on the overall learning process. | eng |
| dc.identifier.citation | I. Pereira and A. D. Figueiredo, "Promoting motivation and participation in higher education: A b-learning experience," 2010 IEEE Frontiers in Education Conference (FIE), Arlington, VA, USA, 2010, pp. S1C-1-S1C-6, doi: https://doi.org/10.1109/FIE.2010.5673204. | |
| dc.identifier.doi | 10.1109/fie.2010.5673204 | |
| dc.identifier.eissn | 2377-634X | |
| dc.identifier.isbn | 978-1-4244-6261-2 | |
| dc.identifier.isbn | 978-1-4244-6262-9 | |
| dc.identifier.issn | 0190-5848 | |
| dc.identifier.uri | http://hdl.handle.net/10400.8/14485 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | IEEE Canada | |
| dc.relation.hasversion | https://ieeexplore.ieee.org/document/5673204 | |
| dc.relation.ispartof | 2010 IEEE Frontiers in Education Conference (FIE) | |
| dc.rights.uri | N/A | |
| dc.subject | b-learning | |
| dc.subject | higher education | |
| dc.subject | motivation | |
| dc.subject | OST | |
| dc.subject | participation | |
| dc.title | Promoting motivation and participation in higher education: A b-learning experience | eng |
| dc.type | conference paper | |
| dspace.entity.type | Publication | |
| oaire.citation.conferenceDate | 2010-10 | |
| oaire.citation.conferencePlace | Arlington, Virginia, USA | |
| oaire.citation.endPage | S1C6 | |
| oaire.citation.startPage | S1C1 | |
| oaire.citation.title | Proceedings - Frontiers in Education Conference, FIE | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| person.familyName | Pereira | |
| person.givenName | Isabel | |
| person.identifier.ciencia-id | 3917-696A-3DB5 | |
| person.identifier.orcid | 0000-0001-6688-5479 | |
| person.identifier.scopus-author-id | 57195635835 | |
| relation.isAuthorOfPublication | 73447804-0e59-44d4-a420-abfaa1427e29 | |
| relation.isAuthorOfPublication.latestForDiscovery | 73447804-0e59-44d4-a420-abfaa1427e29 |
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- A b-learning based pedagogical strategy is proposed to promote motivation and participation in higher education. It employs Open Space Technology (OST), collaborative activities, peer evaluation, individual reflection, and the sharing of a final purpose. OST lets the students group themselves according to their interest in a task and develops a mobilizing sense of belonging. A peer-evaluation phase is included, in which each group evaluates and gives suggestions to another group. The groups then produce the final versions of their work, which are presented at a final event whose format has been negotiated to strengthen motivation and shared commitment. The students are also expected to reflect individually on their own participation and learning during the course. The paper describes the pedagogical experiments that supported the development and validation of the strategy and explains why it had a positive impact on student participation and on the overall learning process.
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