International Journal for the Scholarship of Teaching and Learning
Volume 4, Number 1, January 2010
Return to current issues pageResearch Article
Excerpt
Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions
Under what conditions are graduate students most likely to learn? How
do we, as teachers, best create those conditions? The answer to these
questions was the focus of this study whereby 91 masters' students identified
learning tasks that were most and least engaging. A model utilizing
affective, behavioral and cognitive attributes was developed to measure
graduate student engagement in learning tasks. Student survey data demonstrated
a direct relationship between perceived value of the learning...
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Bio
Jay CaulfieldMarquette University
Milwaukee, Wisconsin
jay.caulfield@marquette.edu
Currently I am serving as an associate dean and an associate professor of leadership at Marquette University located in Milwaukee, Wisconsin. My educational background is varied, having degrees in nursing, business administration and educational psychology. My interest in what motivates us to learn dates back to my high school days when I wrote my first paper on motivation and learning, and I remain fascinated by this topic to this day. I am writing a book on applying pedagogical and andragogical principles to blended learning, which is scheduled for publication in 2010. My other research interest is in transformational leaders. I've just begun work on a longitudinal study in transformational leadership. I welcome dialogue on blended learning and leadership.