This article explores the ongoing reflections and post-class curiosity sparked by studying motivation theory. It examines the gap between theory and practice while advocating for lasting learning communities to foster meaningful educational dialogue.
Post-class reflection
Motivation Theory, Post-Class Reflection, and the Desire for Learning Communities
When courses end, students often face challenges in continuing their cognitive growth. Using motivation theory as a lens, this article explores the delicate balance between independent thinking and the support provided by classroom communities, while emphasizing the importance of creating lasting learning communities.
