Honors pedagogy: tailoring learning preferences of honors and regular students for autonomy and structure

Tineke Kingma, Elanor Kamans, Marjolein Heijne, Marca Wolfensberger, Debbie Jaarsma

Research output: Contribution to conferencePaperOther research output

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Abstract

Students differ in their learning preferences. When students are more intrinsically motivated this improves their well-being and involvement (Levesque, Zuehlke, Stanek, & Ryan, 2004). Teaching highly motivated honors students places different demands on teachers (Wolfensberger, 2012). High motivated students prefer teachers who offer them autonomy and who supports their need for autonomy by offering structure by an autonomy supportive teaching strategy (Reeve, 2009; Vansteenkiste et al., 2012) . Honors teachers indicate that they struggle with finding the right balance between providing autonomy and structure, which is different for every student. In our research we focus on how higher education teachers tailor their teaching strategies towards the perceived learning preferences regarding autonomy and structure of both honors and regular students. We conducted semi-structured interviews with help of a topic list with 16 teachers of 4 institutions and used a grounded theory approach to analysize the data. Because the subjects in this study teach both in honors and regular educational programmes, we gained insights in the underlying beliefs about and strategies used in these two different contexts. In this talk we share our findings and explore how the results can be used in daily practice.
Original languageEnglish
Publication statusAccepted/In press - Nov 2017
EventNCHC: Just Honors - Atlanta
Duration: 8 Nov 201712 Nov 2017
Conference number: 52
https://www.nchchonors.org/events/2017-conference/about

Conference

ConferenceNCHC
Period8/11/1712/11/17
Internet address

Keywords

  • honours education
  • teaching strategy

Cite this

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title = "Honors pedagogy: tailoring learning preferences of honors and regular students for autonomy and structure",
abstract = "Students differ in their learning preferences. When students are more intrinsically motivated this improves their well-being and involvement (Levesque, Zuehlke, Stanek, & Ryan, 2004). Teaching highly motivated honors students places different demands on teachers (Wolfensberger, 2012). High motivated students prefer teachers who offer them autonomy and who supports their need for autonomy by offering structure by an autonomy supportive teaching strategy (Reeve, 2009; Vansteenkiste et al., 2012) . Honors teachers indicate that they struggle with finding the right balance between providing autonomy and structure, which is different for every student. In our research we focus on how higher education teachers tailor their teaching strategies towards the perceived learning preferences regarding autonomy and structure of both honors and regular students. We conducted semi-structured interviews with help of a topic list with 16 teachers of 4 institutions and used a grounded theory approach to analysize the data. Because the subjects in this study teach both in honors and regular educational programmes, we gained insights in the underlying beliefs about and strategies used in these two different contexts. In this talk we share our findings and explore how the results can be used in daily practice.",
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Honors pedagogy: tailoring learning preferences of honors and regular students for autonomy and structure. / Kingma, Tineke; Kamans, Elanor; Heijne, Marjolein; Wolfensberger, Marca; Jaarsma, Debbie.

2017. Paper presented at NCHC, .

Research output: Contribution to conferencePaperOther research output

TY - CONF

T1 - Honors pedagogy: tailoring learning preferences of honors and regular students for autonomy and structure

AU - Kingma, Tineke

AU - Kamans, Elanor

AU - Heijne, Marjolein

AU - Wolfensberger, Marca

AU - Jaarsma, Debbie

PY - 2017/11

Y1 - 2017/11

N2 - Students differ in their learning preferences. When students are more intrinsically motivated this improves their well-being and involvement (Levesque, Zuehlke, Stanek, & Ryan, 2004). Teaching highly motivated honors students places different demands on teachers (Wolfensberger, 2012). High motivated students prefer teachers who offer them autonomy and who supports their need for autonomy by offering structure by an autonomy supportive teaching strategy (Reeve, 2009; Vansteenkiste et al., 2012) . Honors teachers indicate that they struggle with finding the right balance between providing autonomy and structure, which is different for every student. In our research we focus on how higher education teachers tailor their teaching strategies towards the perceived learning preferences regarding autonomy and structure of both honors and regular students. We conducted semi-structured interviews with help of a topic list with 16 teachers of 4 institutions and used a grounded theory approach to analysize the data. Because the subjects in this study teach both in honors and regular educational programmes, we gained insights in the underlying beliefs about and strategies used in these two different contexts. In this talk we share our findings and explore how the results can be used in daily practice.

AB - Students differ in their learning preferences. When students are more intrinsically motivated this improves their well-being and involvement (Levesque, Zuehlke, Stanek, & Ryan, 2004). Teaching highly motivated honors students places different demands on teachers (Wolfensberger, 2012). High motivated students prefer teachers who offer them autonomy and who supports their need for autonomy by offering structure by an autonomy supportive teaching strategy (Reeve, 2009; Vansteenkiste et al., 2012) . Honors teachers indicate that they struggle with finding the right balance between providing autonomy and structure, which is different for every student. In our research we focus on how higher education teachers tailor their teaching strategies towards the perceived learning preferences regarding autonomy and structure of both honors and regular students. We conducted semi-structured interviews with help of a topic list with 16 teachers of 4 institutions and used a grounded theory approach to analysize the data. Because the subjects in this study teach both in honors and regular educational programmes, we gained insights in the underlying beliefs about and strategies used in these two different contexts. In this talk we share our findings and explore how the results can be used in daily practice.

KW - honours education

KW - teaching strategy

KW - Excellentie in het onderwijs

KW - strategieën onderwijs

M3 - Paper

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