Effectiveness of teaching styles on learning motivation

Mate, Davide and Brizio, Adelina and Tirassa, Maurizio (2010) Effectiveness of teaching styles on learning motivation. [Conference Paper]

Full text available as:

[img] HTML - Published Version


It is common wisdom in the area of adult education that the educator's relational attitudes influence knowledge construction on the part of the learners. It is the aim of this paper to contribute to an empirical evaluation of this idea. We identified four basic relational attitudes of the educator's, namely: (i) favoring cooperation, (ii) directivity, (iii) flexibility, and (iv) ability to focus on the participants. Then, we identified 31 prototypical types of behavior that are commonly enacted by educators in the classroom. We performed multiple observations of several adult education courses, scoring each educator on the list of 31 behavior types. We performed factor analysis and then correlated such scores and the corresponding attitudes to indexes of the participants' levels of attention, participation and comprehension. The results corroborate our hypotheses. Interestingly, several differences was found between novice and expert teachers. Overall, our findings support the socio-constructivist idea that knowing is a transformational process of learning that takes place within a relational context.

Item Type:Conference Paper
Subjects:Psychology > Cognitive Psychology
Computer Science > Artificial Intelligence
Computer Science > Human Computer Interaction
Psychology > Developmental Psychology
Linguistics > Pragmatics
ID Code:7070
Deposited By: Tirassa, Prof. Maurizio
Deposited On:26 Oct 2010 18:22
Last Modified:11 Mar 2011 08:57

References in Article

Select the SEEK icon to attempt to find the referenced article. If it does not appear to be in cogprints you will be forwarded to the paracite service. Poorly formated references will probably not work.

Andersen, L., Boud, D., & Cohen, R. (1995). Experience-based learning. In G. Foley (Ed.), Understanding adult education and training (pp. 225-239). Sydney: Allen & Unwin.

Boud, D., & Walker, D. (1990). Making the most of experience. Studies in Continuing Education, 12 (2), 61-80.

Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

Brookfield, S.D. (1997). Assessing critical thinking. New Directions for Adult and Continuing Education, 75, 17-29.

Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.

Carassa, A., Morganti, F., & Tirassa, M. (2004). Movement, action, and situation: Presence in virtual environments. In M. Alcañiz Raya & B. Rey Solaz (Eds.), Proceedings of the 7th Annual International Workshop on Presence (pp. 7-12). Valencia, Spain: Editorial Universidad Politécnica de Valencia.

Carassa, A., Morganti, F. & Tirassa, M. (2005). A situated cognition perspective on presence. Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 384-389). Mahwah, NJ: Erlbaum.

Clancey, W.J. (1997). Situated cognition. On human knowledge and computer representations. Cambridge: Cambridge University Press.

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Harvard University Press.

Cranton, P. (2006). Fostering authentic relationships in the transformative classroom. New Directions for Adult and Continuing Education, 109, 5-13.

Cranton, P. & Carusetta, E. (2004). Perspectives on authenticity. Adult Educational Quarterly, 55 (1), 5-22.

Dewey, J. (1916). Human nature and experience. New York: Holt.

Fenwick, T. (2001). Experiential learning: A theoretical critique from five perspectives. Columbus, OH: University of Ohio Center on Education and Training for Employment (ED454418). Retrieved from <>, October 2006.

Fenwick, T. (2003). Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35 (2), 123-141.

Houle, C.O. (1961). The inquiring mind. Madison, WI: University of Wisconsin Press.

Keyser, M.W. (2000). Active learning and cooperative learning: Understanding the difference and using both styles effectively. Research Strategies, 17 (1), 35-44.

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York: Cambridge Books (2nd ed.).

Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Luria, A.R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.

Luria, A.R. (1979). The making of mind. Cambridge, MA: Harvard University Press.

Marquardt, M., & Waddill, D. (2004). The power of learning in action learning: A conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning. Action Learning: Research and Practice, 1 (2), 185-202.

Mate, D., & Tirassa, M. (2010). Knowledge. In L. Cummings (Ed.), The pragmatics encyclopedia (pp. 239-242). London and New York: Routledge.

Merriam, S.B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13.

Merriam, S.B., & Caffarella, R.S. (1999). Learning in adulthood. San Francisco: Jossey-Bass (2nd ed.).

Piaget, J. (1936). La naissance de l'intelligence chez l'enfant. Neuchatel: Delachaux & Niestlé. [English translation: The origins of intelligence in children. New York: International Universities Press, 1952.]

Revans, R.W. (1982). The origin and growth of action learning. London: Chartwell Bratt.

Slavin, R.E. (1980). Cooperative learning. Review of Educational Research, 50 (2), 315-342.

Slavin, R.E. (1983). Cooperative learning. New York: Longman.

Tirassa, M., & Bosco, F.M. (2008). On the nature and role of intersubjectivity in communication. In F. Morganti, A. Carassa & G. Riva. (Eds.), Enacting intersubjectivity: A cognitive and social perspective to the study of interactions. Amsterdam: IOS Press.

Tirassa, M., & Vallana, M. (2010) Representation and computation. In L. Cummings (Ed.), The pragmatics encyclopedia (pp 399-402). London and New York: Routledge.

Tough, A. (1967). Learning without a teacher. Toronto: Ontario Institute for Studies in Education.

Tough, A. (1971). The adult's learning projects: A fresh approach to theory and practice in adult learning. Toronto: Ontario Institute for Studies in Education.

Vygotsky, L.S. & Luria, A.R. (1930/1993). Studies on the history of behavior: Ape, primitive, and child. Hillsdale, NJ: Erlbaum.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7 (2), 225–246.


Repository Staff Only: item control page