Watch recordings of previous sessions

The Effects of Source of Motivation and Mastery Contingency on Academic Achievement and Attitudes During Computer-Based Learning

Dr Jale Balaban-Sali, Anadolu University, Turkey

Motivation to learn has long been considered an important concept of educational psychology and has been viewed by the major predictors of academic achievement and work productivity along with ability, instruction, and feedback. Various studies have indicated that motivation accounts for as much as 38% of the variance in student achievement. Therefore, an understanding of motivation and how it applies to instruction is important for instructional designers.

This presentation involves a study to find out the effects of sources of motivation and mastery contingency on students' achievement, attitudes, time-on-task, confidence, retention, and motivation level. The sample of the study consisted of 137 sixth and seventh grade students. After developing two different computer-based instruction materials, the students were asked to study these materials and take the achievement tests, attitude scale and instructional materials motivation survey. One of the main results of the study was that the mastery level had a significant effect on academic achievement.

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Internationalisation, Collaboration and Partnership towards Developing Sustainable Inclusive Education in Africa

Dr Sulochini Pather, Senior Lecturer in Special and Inclusive Education, Roehampton University

The focus of this seminar is on sharing ideas of how we engage with international activities aimed at capacity building in Africa, particularly in the area of Inclusive Education in ways that move away from 'hegemonic connotations of dependency and neo-colonialism associated with globalisation' (UCET, 2007). The talk highlights notions of 'inclusion' which underpin such development as seen through research in a rural community in South Africa (Pather, 2004), through a UNICEF project on the status of special and inclusive education in East and southern Africa (Booth and Pather, forthcoming). It focuses particularly on challenges and possibilities experienced through research, international programmes and collaborative projects within the African context, aimed at developing sustainable inclusive education policy and practice in the African context from a local and international perspective.

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