Engagement in College and University Applied Learning Experiences and Students’ Academic Motivation

Abstract

Background: Applied learning approaches that require students to enact learning continue to be expanded to various contexts within higher education. Researchers have demonstrated an association between applied learning and positive outcomes for students. Purpose: This study examines the relationship between engagement in applied learning experiences during college and students’ fourth-year academic motivation. Methodology/Approach: This study uses data from the Wabash National Study of Liberal Arts Education, a multi-institutional, longitudinal study of college experiences and outcomes in the United States. The dependent variable was fourth-year academic motivation, and independent variables were applied learning experiences that students frequently encounter during college. Findings/Conclusions: Several applied learning experiences were associated with increased academic motivation. These included the following: applying concepts to practical problems or in new situations, engaging in exams or assignments that require use of course content to address a problem, engaging in research with a faculty member, and out-of-class experiences that help to translate knowledge from the classroom into action. Implications: As academic motivation tends to decline during college, applied learning approaches may help to improve students’ motivation. Institutions of higher education should consider methods and strategies for developing and implementing applied learning experiences both in the classroom and in students’ out-of-class experiences.