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Academic Boredom and the Perceived Course Experiences of Final Year Education Studies Students at University

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Sharp, John G.; Hemmings, Brian; Kay, Russell; Sharp, Jane C.; psychological patterns; student motivation – Journal of Further and Higher Education, 2019

This work explores the relationships between academic boredom and the perceived course experiences of 179 final-year Education Studies students attending a single university in England. Adopting a mixed-methods design, with data collection employing a combination of questionnaires and individual research interviews, findings suggest that all…

Descriptors: Learner Engagement, Learning Motivation, Psychological Patterns, Education Majors

Using Co-Creation as a Pedagogic Method for the Professional Development of Students Undertaking a BA (Hons) in Education Studies

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Temple Clothier, Anne; Matheson, David – Journal of Further and Higher Education, 2019

Using an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer and an Education Coordinator from a regional social enterprise…

Descriptors: Undergraduate Students, Bachelors Degrees, Honors Curriculum, Education Majors

Placement-Based Learning and Learner Engagement: Findings from a New University in the UK

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Murphy, Timothy R. N.; Folgueiras Bertomeu, Pilar; Mannix McNamara, Patricia – Irish Educational Studies, 2016

This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a "Directed Experiential Learning" (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the…

Descriptors: Undergraduate Students, Learner Engagement, Case Studies, Experiential Learning