The Educational Situation Quality Model: Recent Advances

Abstract

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.

Keywords: educational model; formative evaluation; learning outcomes; research in the classroom; teaching–learning process.

FIGURE 1

Sequential representation of the Educational Situation Quality Model at the macrosystemic level (focusing on the subject/course).

FIGURE 2

Ways of students perceiving the input variables and hypothesized predictions to intention to learn according to two bipolar orthogonal axes: One axis ranging between high supports-low barriers and low supports-high barriers, and the other axis ranging between attractive-meaningful demands and unpleasant-meaningless demands.

FIGURE 3

Item examples of the MESE-4D teacher and MSE-4D student’s questionnaires.