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• W1488402545 abstract "1. Introduction Higher Education in the UK is facing a steady flood of students, and there is no sign of an end to this trend. This expansion is associated with a more diverse student body--students are diverse in terms of their prior experiences, their pre-existing skills, their expectations and their motivation (Jenkins & Davy, 2002: p.1). This highly varied student body often encounters a teaching regime that was designed for a smaller, and much more homogeneous, group of students. Undoubtedly, diversity enriches the educational experience. People may learn from those whose experiences, beliefs, and perspectives are different from their own, and these lessons can be taught best in a richly diverse intellectual environment. Diversity encourages critical thinking; and it helps students learn to communicate effectively with people of varied backgrounds, abilities ages, and experiences. Santharasinghe (2002) argues that the teacher, the learner, and the environment should be present to achieve excellence in teaching. These three ingredients should not only be present but they should be on correct proportion by giving about 55% for the teacher contribution, 30% for the learner, and 15% for the environment (classroom, resources, and facilities). Universities are looking for funding by increasing the number of student places which may lead to offering places to students with low grades and the ability to study hard enough to perform well enough in their studies. As a result of this, lecturers face many challenges due to a lack of good quality students. Two of the main challenges faced by staff are (Santharasinghe, 2002: p.1): a) the low motivation level of the weak students and b) the behaviour of students with a poor attitude. Student motivation and engagement in courses is a well-known problem and challenge in higher education, particularly in technical subjects (Gold, 2010: p 10). This may put lecturers in an enviable situation where there is a pressure from the university management by increasing retention and students who do not attend classes and do not care about assessment. Some students may come to class late and want to catch up with the lesson. In the modules I deliver, some students may miss a number of lessons and then they turn in on time to the class and they want to learn some skills which quite often these skills require some knowledge that was covered in the previous lessons. The other challenge for me and the university at large is how to motivate weak students who attend classes but have some learning difficulties. 2. Statement of Problem Most students are curious and want to understand every aspect of ICT. Students still ask many questions related to ICT especially when there is something new for them. These questions are often why questions. So, I often prepare myself for this kind of question by preparing the answers. However, there are many students who do not have any interest in ICT other than surfing the Internet to communicate with others, view some images or visit social networking sites such as Facebook and Twitter. The CAD modules that I teach, are delivered through lectures and studio sessions. Students develop their skills by doing small exercises and one or two large exercises at the end of the semester for assessment. They usually do not have any problems with small exercises as these exercises are redrawing drawings with little details. The large exercises usually require taking dimensions and measurements of an existing building and drawing plans, elevations, and sections. As mentioned earlier, students do not have the experience on how to take dimensions and measurements and how to draw a sketch for a building with dimensions. So the meaning of these terms has to be explained as well as how to draw them. As this module is more about ICT and CAD, consequently, this knowledge is out of the scope of this module. …" @default.
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• W1488402545 date "2012-12-01" @default.
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• W1488402545 title "Motivating Weak Students: A Critical Discussion and Reflection" @default.
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