Using Online Critical Reflection to Enhance Students' Confidence, Motivation, and Engagement in Higher Education.
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| Title: | Using Online Critical Reflection to Enhance Students' Confidence, Motivation, and Engagement in Higher Education. |
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| Authors: | Awidi, Isaiah T.1 (AUTHOR) isaiah.awidi@unisq.edu.au, Klutsey, Jonas Quashie2 (AUTHOR) |
| Source: | Technology, Knowledge & Learning. Sep2025, Vol. 30 Issue 3, p1499-1534. 36p. |
| Subject Terms: | *Motivation (Psychology), *Higher education, *Critical thinking, *Mixed methods research, *Active learning, *Blended learning, *Self-efficacy in students, Participation |
| Abstract: | This research examines the effect of critical reflection activities in an educational environment that uses active and blended learning experiences for students to develop confidence, motivation, and engagement with their learning. A mixed-methods research approach was adopted on a sample of 137 Communications and Media students, who were involved in a game-based project. Using a validated survey instrument to measure the students' perceptions of their experiences, Pearson Correlation coefficient was used to estimate the relationship between the learning activities and students' perceived confidence, motivation, and engagement. Finally, multiple linear regression was used to determine the effect of the critical reflection activities. This study identifies several variables that significantly contribute to student confidence, motivation, and engagement with learning. Yet, some variables were identified that also diminish students' confidence, motivation, and engagement. Learning activities that show statistically weak and strong significant relationships were also identified. Some factors that significantly impacted students' confidence, motivation, and engagement include better understanding of course topics; direct relevance of an online critical reflection; students' motivation to learn more about the subject; clear, timely, and in-depth feedback; and the use of some pedagogical triggers. [ABSTRACT FROM AUTHOR] |
| Copyright of Technology, Knowledge & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187670193 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187670193 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10758-024-09751-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 36 StartPage: 1499 Subjects: – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Higher education Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Active learning Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Participation Type: general Titles: – TitleFull: Using Online Critical Reflection to Enhance Students' Confidence, Motivation, and Engagement in Higher Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Awidi, Isaiah T. – PersonEntity: Name: NameFull: Klutsey, Jonas Quashie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22111662 Numbering: – Type: volume Value: 30 – Type: issue Value: 3 Titles: – TitleFull: Technology, Knowledge & Learning Type: main |
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