PAXMAN, Jenny, NIELD, Kevin and HALL, Anna (2011). Motivation, Confidence, and Control; Unraveling Active Learning for Nutrition and Food Undergraduates. Journal of Food Science Education, 10 (4), 45-53.
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Nutrition and food students at Sheffield Hallam University completed an “active learning” assessment as part of a final year module, Applied Nutrition 2. The purpose of the “active learning” assessment was to encourage and enhance learner autonomy. The assessment consisted of 5 main stages: a briefing, thought shower, oral business proposal presentation, a feedback stage, and Nutrition Fair. To assess learner autonomy, levels of motivation, confidence, and control were quantitatively and qualitatively monitored throughout the learning journey. The results showed that levels of confidence, motivation, and control increased following each stage and significantly across the learning journey. However, there were significant gender differences in terms of achievement of marks and in levels of motivation at various stages. On average, females achieved higher marks in certain assessments and they demonstrated higher levels of motivation after the initial briefing. Further, significant differences were also reported between different degree routes in terms of achievement of marks and levels of confidence, motivation, and control. “Active learning” has been shown to foster improved levels of confidence, motivation, and control in a cohort of nutrition and food students, contributing to overall learner autonomy. Graduates able to demonstrate such qualities will undoubtedly be welcomed by employers in the relevant sectors.
|Research Institute, Centre or Group:||Centre for Pedagogic Research and Innovation
Sheffield Business School Research Institute > Service Sector Management
|Depositing User:||Helen Garner|
|Date Deposited:||15 Feb 2012 16:06|
|Last Modified:||14 Dec 2016 08:27|
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