Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning

摘要

Instructors are faced with the challenge of engaging students in the learning process. Thisrnstudy examined the effects of participation requirements on students’ (N¼258) affectivernlearning, interest, and cognitive learning using the Affective Learning Model and thernInstructional Beliefs Model. Affective learning mediated the relationship between studentrnparticipation requirements and cognitive learning, and student interest mediated thernrelationships between participation requirements and cognitive learning, supportingrnthe IBM. The results provide insight into course-specific structural tactics that instructorsrncan employ to enhance the educational experience for college students.