WHO IS GUILTY THAT I FAIL IN CLASSROOM: STUDENTS` PERSPECTIVE ON HIGHER EDUCATION

Linda Veliverronena, Ilze Grinfelde

Abstract


Societal changes, widening gap between generations influences teaching in higher education and student-teacher relationship. These transformations urge higher education institutions to prepare their teachers for the pedagogical work in new conditions and there are plenty of discussions reconsidering previously used approaches and pedagogy. Consequently, the focus has been shifted to empower students to take charge of their own learning and abundance of innovative teaching methods has been introduced both with and without integration of technological tools. However, the study results frequently present the universities still do not cope with the increasing speed of changes in students` behaviour, attitude and knowledge challenges understanding the specifics and needs of the age group. Previous studies argue that Latvian tourism educators do not handle this challenge too well as tourism industry representatives report on decreasing level of knowledge and poor work ethics of students. The aim of this research is to explore motivation and attitude of tourism students towards studies in higher education institutions in Latvia. The study is based on focus group discussions and explores dominating factors affecting students’ attitude and motivation towards study process. Data was analyzed by using the method of content analysis and results varies among students of different study years. In general, the role of bachelor studies in students` life varies from high priority till secondary.  A majority of students refers to extrinsic motivators as defining factors that make them to invest effort in studies. Consequently, students are more critical regarding teachers’ performance than their own and do not always see a direct link between their efforts and study outcome. They prefer to avoid complicated study topics and uncertainties in study process.

 


Keywords


intrinsic motivation; extrinsic motivation; undergraduate students; study content; study motivation; teacher

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References


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DOI: http://dx.doi.org/10.17770/sie2019vol1.3841

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