Name
Capella University
NURS-FPX 6105: Teaching and Active Learning Strategies
Instructor’s name
October, 2024
Management and Motivation
The Theoretical framework chosen for the present work refers to the Sociocultural Learning Theory that foregrounds the social context, culture, and peers or companions in the learning process. This theory highlights the processes of motivation and the learning process within a social context and cultural teaching and learning environment as a key factor in students’ motivation (Ghanbari et al., 2020). Here are some recommendations for enhancing the learning experience of students: The students should be encouraged to work in groups, and there should be peer discussions because these cultural practices assist in decreasing stress for ADN nursing students. The strategy farms a well-coordinated learning process supported by communication, collaboration, and understanding.
Appropriate Learning Environment
The Sociocultural Learning Theory fosters an effective learning climate that enables ADN nursing students to handle stress. By so doing, the theory adopted social relations, cultural aspects, and collaborative learning where the collective goal is achieved through learning and solving emerging issues (Ghanbari et al., 2020). Peer interaction and collaboration help learners build relationships with other people, gain different attitudes toward the topic, product, concept, or idea, and create a learning environment together. This makes students reduce stress; they will feel great knowing that they have a say in their learning processes.
Blended Learning Environments
Based on the theory, students’ achievements originating from conventional classroom environments are favored, yet online learning and its combination with classroom learning are also promoted (Lovink et al., 2022). Knowledge transfer in virtual classes is flexible, time is not a limiting factor, and communication can be one-way and does not have to be synchronous; two, it can reduce stress and increase motivation. Integrating of face-to-face and technology improves the climate since the students can learn in multiple modalities.
Theories of Classroom and Learner Management
Knowledge of theories associated with classroom management and learners’ participation is therefore essential in developing appropriate learning environments (Ntoumanis et al., 2021). Two significant theories useful for understanding the ways to design LMS include the Cognitive Load Theory (CLT) and the Humanistic Theory of learning.
Cognitive Load Theory (CLT)
According to Cognitive Load Theory, it is possible to discover what types of cognitive load influence learning. These are the essential load, irrelevant load, and inherent load each of which has a unique impact on the learning endeavor (Lovink et al., 2022). CLT also involves minimalizing cognitive load so that students can gain as much information as possible through properly organizing them.
Humanistic Theory
Self-organizing learning Environment / Humanistic Theory focuses mainly on the individual learner’s personal growth, decision-making abilities, and independence (Ntoumanis et al., 2021). However, it forms a learning culture that enhances the freedom of students to speak out and learning that is autonomous. The theory enables the learners to relate with their teachers well which in turn helps to motivate them through empathy, authenticity, and acknowledgment of the learner’s uniqueness.
Theories of Learner Motivation
When designing effective learning fun for learning, it is crucial to embrace certain theories of motivation among learners. Two of the most established theories in this area are Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT). Furthermore, the SCT is also important to the study but with a special interest in focusing on perceived competence, and autonomous and intrinsic motivation (Pienaar et al., 2022). According to this theory, they proposed that when the learners are self-reputed and can manage their learning, they would participate in learning activities. In contrast, EVT insists on understanding how learners perceive the significance and results of activities, which shows that motivation rises if they think they can handle it and find it useful.
Self-Determination Theory (SDT)
SDT has similarities with sociocultural learning theory in the notion of intrinsic motivation, autonomy, and competence. In the stress management of ADN nursing students, SDT accredits the autonomy and competence felt by these students to better stress management. This opinion is supported by the data from the study by Ntoumanis et al. (2021) that the agency for learning moderates stress. Integration of SDT principles within the process of nursing education can lead to a favorable learning climate and develop students’ self-mastery over their learning processes.
Thus, one of the major assets of SDT is that it emphasizes internal motivation and creates a basis for prolonged participation and enhanced comprehensibility. Besides, it enables learner independence through goal setting since the learners themselves can prescribe their learning goals (Ribeiro et al., 2021). However, there is a criticism concerning SDT concerning the perceived external modes of regulation, which may also be influential in motivation in some contexts: external factors or incentives and, for example, regulation by punishment.
Expectancy-Value Theory (EVT)
According to the belief that learners’ perception regarding the value and the probable success bending of the tasks provide dent to the theory of motivations, EVT also goes in tandem with the Sociocultural Learning Theory (Pienaar et al., 2022). In the context of EVT, motivation is brought about by two things; perception of competence and perception of the task value. According to the theory, stress can be reduced and motivation increased if there is the provision of sociocultural conditions of learners’ learning activity, where the latter would be in a state of confidence and judge the tasks’ relevance for their future activities.
One of the major strengths of EVT is that students’ judgments of the importance of their work-as-identity are measured as motivation (Ribeiro et al., 2021). It also involves expectations stating that students are more encouraged when they know what is expected of them Client/server 4 However, a bad side of the EVT is that it might ignore possible other types of motivation such as social or emotional kinds which impact learning as well.
Evaluating Applicability of Theories
The views presented in the Cognitive Load Theory (CLT), Humanistic Theory, Self-Determination Theory (SDT), and Expectancy-Value Theory (EVT) provide different approaches to perceiving the classroom management and motivation of learners. CLT underscores how cognitive resources affect learning and states how the way activities are arranged affects information processing (Tuo et al., 2023). Humanistic Theory aims at giving learners their independence, and an environment that makes the students their bosses. SDT with passion as the core of autonomy, relatedness, and competence concentrates on the process of satisfying these psychological requirements to enable intrinsic motivation. To this, EVT points to the value learners attach to their tasks and expectations regarding success as ingredients of motivation.
Areas of Uncertainty
Despite these theories providing important insights, there are still some questions regarding their applicability and possible consistency issues between theories. Further research is needed to establish, how these theories can be implemented and from where starting points depend on sociocultural learning (Ting et al., 2021). More research on these theories and their link with other theories how these theories can be used to enhance the learning environment and how they can be preferred to suit different learners can be very valuable in the future.
Evidence-Based Strategies for Classroom Management
Teachers have a crucial responsibility of managing the classroom environment to create a favorable learning atmosphere and different approaches have been supported by studies in this perspective. Another strategy that has received approval is the formulation of clear, stable behavioral and academic conduct policies (Ting et al., 2021). This includes establishing working norms for the classroom, with the possibility of the students understanding the various formed and expected norms, and observing and maintaining order. Also, a reward that comprises encouragement like complimenting a child for good behavior is instrumental in getting the child to perform rightly during group exercises.
Another evidence-based teaching and learning strategy is the application of active learning methods (Hsiao et al., 2022). Active learning involves students in the learning process through critical activities of; discussion, projects, and hands-on tasks to improve their understanding and learning outcomes as well as promote a more interesting and effective classroom environment (Hsiao et al., 2022). By applying the above-mentioned research-based strategies, educationists can have a motivated and a well-managed classroom environment effective from the course objective as well as the students’ learning outcomes.
Evidence-Based Practices to Enhance Learner Motivation
To increase student motivation several evidence-based methods have been introduced while aiming towards boosting education from several educational settings. One of the implemented strategies falls under the active learning techniques and includes group discussions, solving activities, and practical quizzes (Wakibi et al., 2020). They act as a motivational tool, encourage learners to engage in critical thinking, and also make the learner more involved in the content of the course. Encouraging students and offering positive critiques helps the student to become motivated to work harder and rewards students for their efforts.
The other recommended practice is making the classroom free from bias and discrimination. Positive relations between teachers and students and between students imply that the teachers and other students welcome or accept the newcomer (Venkat et al., 2020). Understanding that there are different approaches to learning as well as experiences that each child has going to class is an essential beginning of making students feel appreciated and encouraged. These methodologies are useful for a teacher and can help to increase the level of students’ activity, which in turn can improve the educational process for all members of a class.
NURS FPX 6105 Assessment 2 Conclusion
According to the Sociocultural Learning Theory, ADN nursing students admitted into the nursing program can balance stress because the theory emphasizes the social context of learning. It deals with learners’ multiple needs and claims and cultural impact on learning (Zeng et al., 2022). Such teaching strategies as assertiveness, belonging, and participation in the structure would help to enhance friendly learning. Stress reduction needs positive role model experiences and Indigenous cultural learning. It also improves the outcome of classroom performance and produces multidimensional nursing professionals. All in all, the proposed method enhances the performance of faculties as well as the capability of the new generation of nurses.
NURS FPX 6105 Assessment 2 References
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