Motivation Learning and Content
Burke (1995) places great emphasis on the psychological factors of learning and teaching. He sees the foundation of learning to be linked to finding the gap between content within the curriculum and motivation for both students and teachers. After making such statement, Burke continues to examine the importance of developing and maintaining motivation as he highlights the significance of putting motivation hand in hand with content so as to create a foundation of a deeper understanding of the curriculum imparted to students. For teachers, Burke (1995) states that “the successful teacher in order to facilitate the connection between motivation and content will be better-served by an outward sensitivity to psychological factors including learner need identification, be it social, physical, emotional, or intellectual”. With this, the article points out the responsibility of the educator to formally create mechanics and practices that will promote and uplift motivation among students.
During the length of the article, it is obvious that the author has extensive knowledge of psychology and motivation which has been clearly demonstrated through the depth of the literature. Burke (1995) uses various examples when applying the use of motivation in learning and the significance of its use injunction to content. With this, the author then points out the responsibility of the educator to formally create mechanisms and practices that will promote and uplift motivation among student. This report holds great importance to many lecturers and governing bodies within the borders of the university to identify and develop the motivations of their students during the course of their university life.
Both Bringle and Hatcher (1996) proposed an argument that service learning should be incorporated within the curriculum of higher education. They emphasized its relative importance not only to the social development of the students but also in creating a holistic experience for both students and educators. Bringle and Hatcher (1996) claim that “service learning is a credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of the course content, broader appreciation of the e discipline, and an enhanced sense of civic responsibility”. With this, the article continues to discuss various methods and practices that can help to create service learning within the branch of university life. Furthermore, the authors propose a model (CAPSL) that seeks to address the program providing different schemes that can be incorporated within the curriculum.
The authors in this article certainly examined the content and the literature in regards to service learning. With depth and relevant content, the article helps a reader understand the issue in detail and provides various methods in the form of examples that can be implemented to help students create a sense of belonging to a group through their participation in such activities. However, the time and cost of the strategy might at times create limitations to its effectiveness. Nonetheless, by creating a collaborative effort for all actors within the academe and educational sector, many of its programs can themselves create a sense of awareness, practice and mechanism for change.
Nevile (1996) studies the development of academic literacy at a tertiary level in order to understand the demands of the culture and the development of the student during their adjustment into university life. The author eventually names two categories that successfully explain the difficulty students undergo during their transition from secondary to tertiary reading, understanding and writing skills. Nevile (1996) explains “students’ difficulties in developing academic literacy, and show how these difficulties relate not only to students’ own developing and understanding of academic discourse but also to their awareness of themselves as apprentices of it”. After naming the two obstacles as; Process-related difficulties and Product-related difficulties, Nevile further explains not only the symptoms of each category from the student’s perspective but also the mistakes many academic professionals make when dealing with students.
Nevile has created a well constructed and comprehensive paper that has intensively researched the topic to provide the reader with a depth of knowledge about the issue. Nevile starts with discussing current literature and the direction of its flow in Australian universities, before relating the students’ difficulties under two major headings. Afterwards, Nevile uses results from longitudinal research obtained from her involvement with actual university students to explain the symptoms in an easy to follow format. She eventually concludes each category with explaining the steps students can take to develop their skills in order to meet the requirements of the new culture. The paper has significant value not only to the individual students and their lecturers but also to many policy makers within and outside the boundaries of the university. For example, many unit and course coordinators would find the paper useful when designing the format of the unit outline and assignments. Others like government bodies such as the education department can benefit by taking into account the process students undergo when adjusting to the new culture when they aim to develop strategies to improve university life.