In order to create a conducive learning environment, teacher must assure that students have eagerness in learning new things in general or certain subject. That is why measurement on student eagerness in learning is important.
Nice topic,
But for me to discuss, I would need your definition of eagerness in measurable terms and how eagerness is different from or the same as motivation. With that, I would be able to discuss clearly the importance of students' eagerness to learn. Again, this is a nice topic.
The concept of conducive learning, akin to the idea that "one size does not fit all" in education, has been a focal point in recent literature. Conducive learning is essential in modern education, emphasizing student-centered learning that prioritizes self-motivation and enthusiasm.
Measuring eagerness should primarily focus on students' levels of engagement and their outcomes.
Hi, Muhammad Zuhri Fakhruddin!
Now that I have a better vantage point regarding conducive learning and measuring “eagerness in learning,” I can engage a bit more. Thank you, Ghina Shibly and Michael Kerres, for your help.
That said, it seems that one’s “eagerness to learn” is, as I stated earlier, in need of a converging definition to unify a framed discussion. According to Buntins and Heinemann (2021), “A common definition of student engagement is needed to advance in convergent findings and a shared understanding of what is being measured.” As a result, this could “support the consolidation of theory building as well as new theoretical approaches….” Nonetheless, several researchers have done well establishing and measuring different aspects of “eagerness to learn” (Buntins & Heinemann, 2021, p. 6). And although they use many different frameworks and points of measurement, the topic is still essential and worth discussing.
Eagerness to Learn
I will frame my discussion with Dr. Bloom’s Three Domains of Learning (1984). Muhammad, you stated, “In order to create a conducive learning environment, [the] teacher must assure that students have eagerness in learning new things….” I agree to a certain extent. This is because the word assures (as it relates to student engagement) implies a guarantee or promise. So, because we cannot guarantee the engagement/motivation of others, I say present best practices versus assurance. That said, I agree. Faculty should do their best to provide teaching and learning environments and experiences that the students deem “eager to learn.”
So how do we do this? Research, assess, develop, implement, measure and adjust. And because I can be longwinded, I will wrap up here 😊 One could use a grounded theory approach, use both interviews and an open-ended survey or questionnaire, and deduce from the data preferred learning themes. Design curriculum and activities accordingly, pilot the applied findings, measure students' success based on the research questions and point of engagement measures, and adjust where needed. 😊 I said all that to say that students' eagerness to learn is mostly measured by varying students' points of engagement (Buntins & Heinemann, 2021). But the real measure is whether or not the students are motivated to engage.
An eagerness to learn is based on students’ “Internal motivation,” and their “Internal Motivation Extended” to external events they deem worthy of learning (Hambric, 2024, p. 8). Therefore, to present “Best Practices” (practices that students deem "eager to learn" practices), faculty should go directly to the source of interest and create conducive learning from the student’s perspective.
Bloom, B. S., & Krathwohl, D. R. (1984). Taxonomy of educational objectives: The classification of educational goals. Longman.
Buntins, K., Kerres, M., & Heinemann, A. (2021). A scoping review of research instruments for measuring student engagement: In need for convergence. International Journal of Educational Research, 2, 100099. https://doi.org/10.1016/j.ijedro.2021.100099.
Hambric, T. Students’ Motivation: The Mystery Unraveled – A Game-Changing Inquiry with Awesomely Applicable Results! (May 2024), Higher Order Teaching & Learning Institute. QPOR Publishing [www.hotlinstitute.org - Coming Soon].
I agree. To be clear, I believe that researchers are really looking at "eagerness to learn," mostly from a purely engagement standpoint. Engagement can be measured with or without the concept of motivation (Buntins & Heinemann, 2021), but I disagree with that stand. All engagement has, at its root, internal motivation. Hence my comment, "An eagerness to learn is based on students’ “Internal motivation,” and their “Internal Motivation Extended” to external events they [meaning the students] deem worthy of learning (Hambric, 2024, p. 8). Therefore, to present “Best Practices” (practices that students deem "eager to learn" practices), faculty should go directly to the source of interest and create conducive learning from the student’s perspective. That way the students tell us what motivates them, thus they will be eager to learn. I hope I am being clear here...
My first thoughts, after reading the question and quickly reading contributions, were: "interesting" and "somehow motive and preferences are playing here an important roll, if not the main" (both concepts understood from the Activity theory point of view).
I'll keep following the answers and researching by myself this interesting (and relevant) topic .
Muhammad Zuhri Fakhruddin thank you for your question.
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