Enhancing the student experience by embedding personal tutoring in the curriculum

This paper evaluates an initiative to improve the effectiveness of personal tutoring by embedding it into the curriculum. Structured group tutorials help students make the transition to learning in higher education. These tutorials are delivered within a core module and focus on enabling students to develop study skills, reflect on their learning and plan for their future. The tutor has a role in familiarising students with the practices, norms and skills required for learning at university. The system developed provides a structure and rationale for the interaction of tutors and students, with a clear place and value within the curriculum.

Foundation degrees in biomedical science: the student experience

The first cohort of students on a University of Westminster foundation degree completed the course recently. Here, Chrystalla Ferrier, Kelly Brookwell and Paul Quinn employ some reflective practice.

Learning experience and identity development as a research assistant /

What research learning experiences do current students have as research assistants (RAs) in the Faculty of Education at Brock University? How do the experiences of research assistants contribute to the formation of a researcher identity and influence future research plans? Despite the importance of these questions, there seems to be very little research conducted or written about the experiences of research assistants as they engage in the research process. There are few resources to which research assistants or their advisors can refer regarding graduate student research learning experiences. The purpose of this study was to understand the kinds of learning experiences that 4 RAs (who are enrolled in the Faculty of Education at Brock University, St. Catharines, Ontario) have and how those experiences contribute to their identities as researchers. Through interviews with participants, observations of participants, and textual documents produced by participants, I have (a) discovered what 4 RAs have learned while engaged in one or more research assistantships and (b) explored how these 4 RAs' experiences have shaped their identities as new researchers. My research design provided a separate case study for each participant RA, including myself as a research participant. Then as a collective, I studied all 4 cases as a case study in itself in the form of a cross-analysis to identify similarities and differences between cases. Using a variety of writing forms and visual narratives, I analyzed and interpreted the experiences of my participants utilizing arts-based literature to inform my analysis and thesis format. The final presentation includes electronic diagrams, models, poetry, a newsletter, a website presentation, and other representational arts-based forms.This thesis is a resource for current and future research assistants who can learn from the research assistant experiences presented in the research. Faculty members who hire research assistants to assist them with their research will also benefit from reading about RAs' learning experiences from the RAs' perspective. The information provided in this thesis document is a resource to inform future policies and research training initiatives in faculty departments and offices at universities. Consequently, this thesis also informs researchers (experienced and inexperienced) about how to conduct research in ways that benefit all parties and provide insight into potential ways to improve research assistantship practices.

The International Student Experience at the University of Southampton

This video highlights aspects of the lives of international students at UG, PGT and PGR levels from all 3 faculties. It shows them responding to a range of authentic scenarios about the experiences and challenges of being an international student at the University of Southampton in the early 21st century from their perspective. The overall objective of this short film therefore is to capture experiences and viewpoints of international students currently at the University. By viewing this video, it is hoped that staff will be able to gain a better understanding and appreciation of what their international students are feeling and facing at various points along their student life cycle.

Evoked prior learning experience and approach to learning as predictors of academic achievement

Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students’ perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. Aim. To investigate how students’ evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Sample. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. Method. A 77-item questionnaire was used to gather students’ self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. Results. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement. Conclusions. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching–learning contexts are analysed using multi-variable methods.

Higher Education: Understanding the impact of distance learning mode on user information assimilation and satisfaction

There is increasing pressure to capture of video within Higher Education. Although much research has looked at how communication technologies enhance information transfer during playback of video, consideration of technical issues seems incongruous if we do not consider how presentation mode affects information assimilated by, and satisfaction of, learners with a range of individual differences, and from a range of different backgrounds. This paper considers whether a relationship exists between the media and presentation mode used in recorded content, and the level of information assimilation and satisfaction perceived by learners with a range of individual differences. Results aim to inform learning practitioners whether generic delivery is justified, or whether tailoring content delivery enhances the experience of specific learner groups.

Experiential learning in social science theory: an investigation of the relationship between student enjoyment and learning

This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students:

•enjoyed this way of learning;
•believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and
•felt that what they have learned could be applied elsewhere.

We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.

Learning in virtual teams: exploring the student experience

In 2005 an existing undergraduate course in project management was converted from face-to-face mode to wholly online mode. Wholly online mode means that there are no face-to-face classes at all, and all teaching and learning is facilitated through an online environment.

The revised project management course was designed with an underlying problem-based learning (PBL) pedagogy and used a simulated, fictitious telecommunications company, United Enterprises (UE), as a case study learning resource. The students worked in virtual teams to complete online learning activities and to solve authentic project management tasks for UE. Employees of UE were available online to provide direction and answer further questions about the tasks.

The overall research study used an action research methodology in which feedback was elicited from two groups of stakeholders involved in the project management course - students and teaching staff. The feedback was used to plan, develop and implement the new Information Technology (IT) Professional Practice course.

This paper reports on the findings of three anonymous student surveys that were conducted after each of the main project management topics and tasks were completed. The surveys sought feedback in a number of areas. However, the feedback reported here relates specifically to student opinions about their experiences of working in virtual teams within the learning environment. Other aspects of the research, including student perceptions of UE and feedback from the teaching staff, are not reported here.

Across the three surveys, most students indicated that they valued the opportunity to discuss various aspects of the course with peers and teaching staff online, and to interact with real-life employees of UE. Although discussion forums were the prescribed method for communication other forms of communication such as email, chat and face-to-face meetings were also used. According to the students, the best things about online group work were that it provides the flexibility of time and place; it allows communication and participation to be recorded; and is an ‘efficient’ way of working. The worst things about online group work were that communication is more difficult and that team members leave participation and submission to
the last minute. While up to 15 percent of students did not like the experience of online group work at all, overall students were generally satisfied with this style of learning and enjoyed the experience of working collaboratively within a virtual team.

The research has highlighted a number of areas where improvements can be made to the student experience of working in virtual teams. These improvements will be adopted in the development and delivery of the new course as part of the action research study.

Studying and working : a national study of student finances and student engagement

A key determinant of the new relationship between students and universities in Australia is the changing nature of higher education funding arrangements and the shift towards “user-pays”. In 2007, the Centre for the Study of Higher Education (CSHE) completed a commissioned national study, Australian University Student Finances 2006: Final Report of a National Survey of Students in Public Universities. Drawing on the project report, this article discusses selected findings relating to student expectations and engagement to present a worrying picture of financial duress and involvement in paid work and examines the possible effects on the quality of higher education.

The student experience of working in teams online

The research reported here is part of a project undertaken at a large Australian university in late 2005. The overall aim of the project was to identify the characteristics of student learning in an online environment. A university-wide student survey was conducted to ascertain student views of online learning and also of online teaching as part of the project. In the survey students were asked questions about their experiences of team work in online environments. The student perceptions of teams and team work are the focus of this paper.

The findings from the survey indicated that students appreciated the opportunity of working in diverse teams. They supported the view that their opinions were valued in such teams. Student views of how teaching should be conducted in units with online teams were also expressed. Concerns about team interactions, technological barriers and communication and cultural issues were also raised. The implications for teaching with online student teams are presented and discussed.

Pocket books of engagement : a 'just-in- time' framework for a high quality first year student experience

This paper describes a 'just-in-time' engagement framework for a high quality first year experience ('FYE'). The concept 'just-in-time' refers to a student-centered timeline for a managed learning environment based on the week-to-week experiences faced by a first year student in an Australian University semester. The engagement framework detailed in this paper consists of a series of teaching strategies embedded as part of a designed, integrated and co-ordinated first year program, expanding on the transition blueprint of Nelson, Kift, Humphreys & Harper (2006), working within a transition pedagogy (Kift, 2008) and implementing an institutional-wide program of collaborative engagement. This paper discusses the application of this framework to a first year foundational unit in the Bachelor of Laws degree at Deakin University, Victoria, Australia, implemented as part of an embedded institutional-wide transition program.

The methodology of students-as-researchers : valuing and using experience and expertise to develop methods

Students in England are increasingly involved in consultation and governance of schools. Some are also involved in researching their own learning, how they are taught, the kinds of curriculum on offer, and school policies and practices. In this article, we suggest that this could be seen as a form of “standpoint research”. We suggest that one way standpoint can be exercised is via the construction of experience-based research tools. We exemplify this through a student research project in which photo-elicitation and verbal scenarios based in students' understandings of their school did not produce an “authentic” and homogenised voice, but rather multiple perspectives of the classroom and wider school.

Understanding tourists' cultural experiences : benefits and satisfaction at the Queen Victoria Market, Melbourne

This empirical research of tourists’ cultural experiences aims to advance theory by analysing consumers’ benefits (sought and gained) and inferred satisfaction with the Queen Victoria Market. Produce markets are under-researched cultural attractions, despite their popularity with tourists. The current exploratory study found dimensions of importance to tourists’ cultural experience benefits (sought and gained) included socio-psychological, hedonic benefits and attribute specific, utilitarian benefits. It further found that tourists were most satisfied with the hedonic benefits, and least satisfied with the services, signs and written information. This study concludes that researching both types of benefits (sought and gained) and both types of dimensions (psychologically-based and attribute-based) increases understanding of tourists’ cultural experiences.

Student peer and self assessment in the context of work integrated learning : making it work

Students are now experiencing opportunities in practice education where their learning is facilitated by professionals of varied backgrounds thus leading to issues of how to assess student performance while on placement. Educators have had to re-think the way in which students’ performance is assessed and to integrate the key graduate attributes of critical reflection, self and peer assessments and feedback. Using recommendations by Mason (1999) in relation to a collaborative group model for workplace learning and ‘The Self-Directed Learning Model’ by Gaiptman and Anthony (1989) the Occupational Wellness and Life Satisfaction (OWLS) program encourages students to reflect on their experiences in an environment of self and peer evaluation, focussing on the process of learning rather than purely on outcomes. Students are required to complete a self and peer assessment of their learning using a nationally recognised fieldwork evaluation instrument and develop a practice portfolio consisting of learning contract and supporting evidence for their self-assessment. Qualitative and quantitative data was collected via a questionnaire to alumni. The most frequently identified skills that were valued by respondents were autonomy and independence. Other benefits identified were facilitation of self directed learning, and ability to problem solve with colleagues and to share learning. In a higher education environment where lifelong learning and the ability to work collaboratively are valued graduate attributes, a focus on peer and self assessment within the context of work integrated learning contributes to graduates who are well placed to work in both traditional and newer and emerging areas of practice.

Preparing professionals : student teachers and their supervisors at work

The first teaching experiences of student teachers have changed significantly in Australia even during the last fifty years. One constant has been their involvement with a supervisor, usually a practising teacher of experience. The importance attributed to this supervisory relationship has waxed and waned over the years, but it is presently receiving prominence as being the real place of learning for the novice teacher. This paper argues that the apprenticeship model, with its emphasis on performance and product, is most prominent in present supervisory conferences, despite being inappropriate for inducting student teachers into teaching as a profession. The paper suggests that the development of professional teachers calls for supervisory relationships which include discourses of critical reflection, rather than relationships that are dominated by the techniques of teaching. Further, such relationships are seen as professionally empowering for both student teachers and their supervisors.