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Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions
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Caulfield, Johnette – International Journal for the Scholarship of Teaching and Learning, 2010
Under what conditions are graduate students most likely to learn? How do we, as teachers, best create those conditions? The answer to these questions was the focus of this study whereby 91 masters' students identified learning tasks that were most and least engaging. A model utilizing affective, behavioral and cognitive attributes was developed to…
Descriptors: Graduate Students, Student Attitudes, Learner Engagement, Masters Programs