透视图(图形)
心理学
背景(考古学)
数学教育
合作学习
教育学
工作(物理)
教学方法
计算机科学
古生物学
人工智能
生物
机械工程
工程类
作者
Wang Qian,Hanlihui Ma,Xiaojun Zhang,Jiyao Xun,Jian Chen
标识
DOI:10.1080/02188791.2023.2231649
摘要
This qualitative study interviewed 16 undergraduates attending a work-based learning (WBL) program at a Sino-British university to explore the impact of future time perspective (FTP) on students’ learning motivations and behaviours. The study identified four types of students according to their different understandings of FTP. Then, self-directed learning indicators were used as benchmarks to evaluate learning behaviours. In comparing the four types, it was discovered that students who see the connection between the present WBL program and their future employment tend to have more autonomous learning behaviours and are motivated to engage in learning activities. The difference is that students who entered the WBL with an FTP tend to be more self-directed learners and prefer an individualistic cultural orientation in learning. Students who gained a sense of FTP due to participating in the WBL program prefer to learn in groups and need more peer support. This paper contributes to the theoretical understanding of the connection between FTP and learning motivations and how it affects learning behaviours. It also offers practical suggestions for designing and delivering the WBL program in higher education.
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