USING MOTIVATION THEORY TO INFORM ENGINEERING COURSE DESIGN

Understanding motivation theory can support engineering educators in effective course design and provide insight into the individual and contrasting motivations of engineering students. This paper explores why there is value for educators to understand motivation theory and how learner orientations...

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Bibliographic Details
Published in:Proceedings of the Canadian Engineering Education Association (CEEA) 2019-10
Main Authors: Sullivan, Monique, Brennan, Bob
Format: Article
Language:English
Online Access:Get full text
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Summary:Understanding motivation theory can support engineering educators in effective course design and provide insight into the individual and contrasting motivations of engineering students. This paper explores why there is value for educators to understand motivation theory and how learner orientations influence motivation. A categorization of 2010-2018 CEEA conference proceedings that address student motivation then sets the background for how instructors can use motivation theory to inform course design in lower level technical courses, upper level technical courses, design courses, and assessment.
ISSN:2371-5243
2371-5243
DOI:10.24908/pceea.vi0.13737