The Educational Situation Quality Model: Recent Advances

The purpose of this work was to present an educational model developed in recent years entitled the "The Educational Situation Quality Model" (MOCSE, acronym in Spanish). MOCSE can be defined as an instructional model that simultaneously considers the teaching-learning process, where motiv...

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Published in:Frontiers in psychology Vol. 9; p. 328
Main Author: Doménech-Betoret, Fernando
Format: Journal Article
Language:English
Published: Switzerland Frontiers Media S.A 14.03.2018
Subjects:
educational model
formative evaluation
learning outcomes
Psychology
research in the classroom
teaching–learning process
teaching–learning process
learning outcomes
educational model
research in the classroom
formative evaluation
ISSN:1664-1078, 1664-1078
Online Access:Get full text
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Summary:The purpose of this work was to present an educational model developed in recent years entitled the "The Educational Situation Quality Model" (MOCSE, acronym in Spanish). MOCSE can be defined as an instructional model that simultaneously considers the teaching-learning process, where motivation plays a central role. It explains the functioning of an educational setting by organizing and relating the most important variables which, according to the literature, contribute to student learning. Besides being a conceptual framework, this model also provides a methodological procedure to guide research and to promote reflection in the classroom. It allows teachers to implement effective research-action programs to improve teacher-students satisfaction and learning outcomes in the classroom context. This work explains the model's characteristics and functioning, recent advances, and how teachers can use it in an educational setting with a specific subject. This proposal integrates approaches from several relevant psycho-educational theories and introduces a new perspective into the existing literature that will allow researchers to make progress in studying educational setting functioning. The initial MOCSE configuration has been refined over time in accordance with the empirical results obtained from previous research, carried out within the MOCSE framework and with the subsequent reflections that derived from these results. Finally, the contribution of the model to improve learning outcomes and satisfaction, and its applicability in the classroom, are also discussed.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Bronwen Cowie, The University of Waikato, New Zealand; Diana Mary Blom, Western Sydney University, Australia
Edited by: Jesus de la Fuente, University of Almería, Spain
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2018.00328