Please Read The Case Study Below And Respond To The Question

Please Read The Case Study Below And Respond To the Questions That Fol

Please read the case study below and respond to the questions that follow. Student- centered approaches to learning Mr. Williams has been asked to develop a new online course called Psy 315-Psychology of Motivation and Emotion. He needs to develop learning objectives, assignments, and also decide which learning methods will be most effective for this course. Online courses at his university are typically 25% traditional age students (e.g., 18-24) and 75% adult learners (25 and over). · Please develop 3-4 learning objectives for the course. See Bloom’s taxonomy for action verbs that you can use. · Briefly describe 2-3 assignments that should be included in this course. · What student-centered approaches might be useful for the delivery of material in this course? See Forsyth (2016) chapter 3 for guidance. BY DAY 6 OF WEEK 9 Respond to at least two of your colleagues * on two different days , by offering additional thoughts regarding the examples shared, SDLC-related issues, and ideas on how the inclusion of nurses might have impacted the example described by your colleagues.

Paper For Above instruction

Developing an effective online course on the Psychology of Motivation and Emotion requires careful planning that centers on student engagement, active learning, and varied instructional strategies suited for diverse learner populations. This paper outlines specific learning objectives, assignments, and student-centered approaches aligned with best practices to optimize learning outcomes for both traditional and adult learners.

Learning Objectives

Based on Bloom’s taxonomy, the course should include clear, measurable objectives that promote higher-order thinking skills. Four recommended learning objectives are:

  1. Analyze and compare various theories of motivation and emotion and their applications in real-life contexts.
  2. Evaluate physiological, cognitive, and social factors influencing motivation and emotional responses.
  3. Create personalized strategies for managing motivation and emotional regulation in daily life.
  4. Assess the impact of cultural and individual differences on motivation and emotional experiences.

These objectives promote critical thinking, analytical skills, and practical application, which are essential for understanding complex psychological constructs.

Assignments

To foster active engagement, three assignments are recommended:

  1. Case Study Analysis: Students analyze real-world or hypothetical scenarios involving motivation or emotion, identify relevant theories, and propose solutions or explanations. This promotes critical thinking and application of theoretical knowledge.
  2. Reflective Journals: Regular entries where students document their personal experiences relating to motivation or emotional regulation, encouraging self-awareness and connection between theory and practice.
  3. Research Proposal: Students design a small-scale research project on a topic related to motivation or emotion, including formulating hypotheses, selecting methodology, and considering ethical implications. This develops research skills and understanding of scientific inquiry.

Student-Centered Approaches

Effective delivery of course material can be enhanced through various student-centered methods, as discussed in Forsyth (2016) chapter 3:

  • Collaborative Learning: Group projects and peer discussions promote active engagement and diverse perspectives, catering to adult learners who benefit from shared experiences.
  • Problem-Based Learning (PBL): Presenting real-world problems related to motivation and emotion enables students to apply concepts practically, encouraging critical thinking and self-directed learning.
  • Interactive Technologies: Use of multimedia, simulations, and discussion forums facilitates active participation and caters to different learning styles.
  • Personalized Feedback and Self-Assessment: Allowing students to evaluate their progress fosters autonomy and ongoing reflection.

By integrating these approaches, the course can be tailored to meet diverse needs, enhance motivation, and promote meaningful learning experiences.

References

  • Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: The cognitive domain. David McKay Company.
  • Forsyth, I. (2016). Student-centered learning. In Higher education: A critical reader (pp. 32-45). Routledge.
  • McGonigle, D., & Martian, K. (2021). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning.
  • O'Cathain, A., Croot, L., Duncan, E., Rousseau, N., Sworn, K., Turner, K. M., ... & Hoddinott, P. (2019). Guidance on how to develop complex interventions to improve health and healthcare. BMJ open, 9(8), e029954.
  • Risling, T. L., & Risling, D. E. (2020). Advancing nursing participation in user-centred design. Journal of research in nursing : JRN, 25(3), 226–238.
  • Verma, M., & Gupta, S. (2017). Software development for nursing: Role of nursing informatics. International Journal of Nursing Education and Research, 5(2), 203.

Related Assignments