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Understanding students' motivations and drivers

Students often have to juggle complex work / life balances and many will have conflicting Hot air balloondemands  on their time, including part-time work, sporting activities and family commitments.1 Time management has become increasingly important as degrees have moved towards a modular structure. This in turn has increased the amount of assessed work in many instances. As a consequence, many students may adopt a more strategic and selective approach towards academic activities they engage with and in turn their motivation to engage in certain activities (e.g. formative assessment) may decrease.1 In many cases their learning experience becomes more assessment driven. 

Since the introduction of tuition fees there is some suggestion that students' expectations have shifted towards seeing higher education as a service provider, in which feedback is an integral part. 


1. Irons (2008) Enhancing learning through formative assessment and feedback. Routledge, Abingdon, UK.

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