Improving student participation and motivation in the learning process

Abstract

In this paper, the process led by a group of lecturers to get more feedback from students to improve their motivation is presented. The theoretical framework of the research has been the participatory action research. The investigation included self-evaluation of lecturers, feedback from student group interviews, questionnaires, and specific action plans based on students-lecturer consensus. The results revealed gradual improvement, with a more positive attitude by students towards their future learning: weak elements identified at an initial stage (need to increase feedback or to improve student-lecturer relationship) are not perceived mid-course. At the end of the academic year, students expressed their satisfaction for being able to express their views and being identified as proactive actors at improving their learning. Lecturers become guides in the learning process, and students become agents working in close contact with lecturers to optimize their learning process.