BRH606 ASSESSMENT 1 Fraternity to launch a foreign positive Database provides a list of customers prove or disprove the allegati…

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BRH606 ASSESSMENT 1
LITERATURE REVIEW MATRIX TEMPLATE
Research problem: Students never want to start their projects early. They procrastinate and then turn in work that is underdeveloped because they don’t give themselves enough time to think and to edit their work. This research aims to consider how to motivate students to start their projects earlier to achieve better marks.
Research questions/objectives: How can students be effectively motivated to begin their assessment early?
 
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Author(s), year of publication
Claydon, L. (2009). Engaging and motivating students: assessment to aid student learning on a first year core law module. The Law Teacher, 43(3), 269-283.

 Davis, H. C., Dickens, K., Leon Urrutia, M., Sanchéz Vera, M. D. M., & White, S. (2014). MOOCs for Universities and Learners an analysis of motivating factors.  
 Debruin, J. E. (1982). A perspective on motivating students. The Review of Education/Pedagogy/Cultural Studies, 8(1), 87-93.
Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students. Assessment & Evaluation in Higher Education, 35(4), 403-417.  
Purpose of the research
Using assessment design to motivate students.
Using peer coaching to motivate student success.
Why students are motivated to do MOOCs
A broad review of Higher Ed student motivation.
Research aim(s) and/or questions
 The aim is to explore how assessment help to motivate student performance in first year law.
 The aim is to measure the effectiveness of peer coaching for student motivation.
The aim is to describe the motivating factors of MOOCs.
The aim is to reduce attrition by engaging assessment that are intrinsically motivating.
Methods used for the study (research approach, research design, sampling technique, sample size, data collection method)
 Qualitative -content analysis of 300 first year students. Followed with grade analysis between pre- and post- intervention.
 Qualitative – interviews with first year students (n=25). Phenomenological approach.
 2 studies: 1) meta-analysis of literature why universities have MOOCs 2) Quantitative online survey of students (n=258) with analysis of frequencies
 Book review of Motivating Students
Concept 1: Reflective practice
 Formative feedback with 5% incentive
 Formative feedback to group work
 -lifelong learning
 
Concept 2: cooperative learning
 Group work for second course/module
 -Shared interdependent goals -learning in groups
 -strategic collaboration
 
Concept 3: Learning contexts
 
 -learning context
-learning is free and open -convenient to lifestyle -social learning community
 
Concept 4: Self-regulated learning
 
-group work promotes self-regulated learning
 -self-regulated learning
 
 
 
 
 
 
Analysis and synthesis of literature

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Reference list
Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students. Assessment & Evaluation in Higher Education, 35(4), 403-417. https://doi.org/10.1080/02602930902862834
Claydon, L. (2009). Engaging and motivating students: assessment to aid student learning on a first year core law module. The Law Teacher, 43(3), 269-283. https://doi.org/10.1080/03069400903332538
Davis, H. C., Dickens, K., Leon Urrutia, M., Sanchéz Vera, M. D. M., & White, S. (2014). MOOCs for Universities and Learners an analysis of motivating factors. http://eprints.soton.ac.uk/id/eprint/363714
Debruin, J. E. (1982). A perspective on motivating students. The Review of Education/Pedagogy/Cultural Studies, 8(1), 87-93. http://doi.org/10.1080/0098559820080112
Appendix

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