Abstract
In a virtually driven world, the advancement and usage of technology has been seen to have many direct and indirect implications for educational practice. Against this backdrop, our paper reconceptualises academic faculty’s motivations for engaging with their students in interactive seminars. Extant research suggests that student and faculty interaction can be considered as a key measure of higher performance and motivation. Educational literature also recognizes the quality of discussion is very much dependent on students’ motivations, to attend and engage in interactive seminar environments. Yet evidence is apparent that there are increasingly lower levels of student participation in this process. Motivational influences have been identified from a student perspective including perceived enjoyment, perceived value, autonomy, competence, and relevance. However, the factors that influence faculty’s motivation to engage in interactive seminars and the implications of non-engagement of students for faculty is under-researched. We therefore address the following research questions:
- What pedagogic and personal factors impact faculty motivation toward interactive seminar engagement?
- How does the level of student attendance and engagement in the interactive seminar process affect faculty motivation?
- Where do faculty motivations and student participation in interactive seminars coincide?
Our findings present a conceptualisation of the influences on faculty engagement in interactive seminars and the effects of student’s level of participation on these. The implications for educational practice are considered together with proposals for improving engagement and outcomes for both students and faculty.
Author Information
Durga Vellore Nagarajan, University of Southampton, United Kingdom
Sanjay Nagaraj, University of Southampton, United Kingdom
Phil Megicks, University of Southampton, United Kingdom
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