Increasing Motivation for Learning through Non-disposable Assignment: A Student Perspective
Abstract: Assignments are common tools that instructors apply to help student learning. The limited timeframe in a semester and the scope of the course may lead to students feeling unmotivated to assignments, with the minimum use of time, effort, and energy. Such works were often discarded at the semester's end as disposable assignments. Renewable assignment, a teaching technique that is developed in accordance with open pedagogy, allows students to contribute something more significant and make the value of students' works beyond students learning. However, the existing literature discussed the implication of open pedagogy, and minimal research explored the potential impacts of renewable assignments from students' perspectives. The pilot study aims to explore students' perception of a renewable assignment. Student Qualitative data was collected and analyzed via coding. Overarching themes from the collected qualitative data suggested that students gained positive experiences with the renewable assignment.