Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics

Some students perceive that online assessment does not provide for a true reflection of their work effort. This article reports on a collaborative international project between two higher education institutions with the aim of researching issues relating to engineering student perceptions with respect to online assessment of mathematics. It provides a comparison between students of similar educational standing in Finland and Ireland. The students undertook to complete questionnaires and a sample of students was selected to participate in several group discussion interviews. Evidence from the data suggests that many of the students demonstrate low levels of confidence, do not display knowledge of continuous assessment processes and perceive many barriers when confronted with online assessment in their first semester. Alternative perspectives were sought from lecturers by means of individual interviews. The research indicates that perceptions of effort and reward as seen by students are at variance with those held by lecturers. The study offers a brief insight into the thinking of students in the first year of their engineering mathematics course. It may be suggested that alternative approaches to curriculum and pedagogical design are necessary to alleviate student concerns

Facilitating dental student reflections : using mentor groups to discuss clinical experiences and personal development

Despite the consensus on the importance of reflection for dental professionals, a lack of understanding remains about how students and clinicians should develop their ability to reflect. The aim of this study was to investigate dental students’ and mentors’ perceptions of mentor groups as an instructional method to facilitate students’ reflection in terms of the strategy’s learning potential, role of the mentor, group dynamics, and feasibility. At Ghent University in Belgium, third- and fourth-year dental students were encouraged to reflect on their clinical experiences and personal development in three reflective mentor sessions. No preparation or reports afterwards were required; students needed only to participate in the sessions. Sessions were guided by trained mentors to establish a safe environment, frame clinical discussions, and stimulate reflection. Students’ and mentors’ perceptions of the experience were assessed with a 17-statement questionnaire with response options on a five-point Likert scale (1=totally disagree to 5=totally agree). A total of 50 students and eight mentors completed the questionnaire (response rates 81% and 89%, respectively). Both students and mentors had neutral to positive perceptions concerning the learning potential, role of the mentor, group dynamics, and feasibility. The mean ideal total time for sessions in a year was 99 minutes (third-year students), 111 minutes (fourth-year students), and 147 minutes (mentors). Reported reflective topics related to patient management, frustrations, and practice of dentistry. Overall mean appreciation for the experience ranged from 14.50 to 15.14 on the 20-point scale. These findings about students’ and mentors’ positive perceptions of the experience suggest that mentor groups may be a potentially valuable strategy to promote dental students’ reflection

Perceptions of Doctoral Graduates on the Usefulness of Written Reflections as an Instructional Strategy

One of the goals of the Ed.D. in Leadership and Professional Practice at Trevecca Nazarene University is for candidates to be reflective practitioners. Since the inception of the program in 1999, written reflections as an instructional strategy has been encouraged by the administration and used by several professors. This focus is supported by the conceptual framework that informs all courses and programs in the School of Education and includes the national standards adopted by INTASC (Interstate New Teacher Assessment and Support Consortium) which calls for teacher education candidates to be reflective practitioners who plan, implement, and evaluate effectively. This standard is applied to all programs, including those at the master’s and doctoral levels. Research by Ballantyne and Packer (1995) in Studies in Continuing Education reported that the analysis of journal entries by 13 students enrolled in education doctoral programs confirmed the usefulness of journals in reflecting on and connecting academic learning and experience

An Exploratory Investigation of a Flipped Classroom Model in Human Services Education

Human services education has unique needs due to the practical elements that are a part of preparing students for the field. One aspect is for students to graduate with a firm capacity to enact the skill detailed by the National Organization of Human Services (NOHS, n.d.). A blending of on-campus and on-line components has been found to encourage higher order thinking and offer experiential learning (Rehfuss, Kirk-Jenkins, & Milliken, 2015). The flipped classroom pedagogical model offers one potential way for educators to create an environment that facilitates the learning needed and recommended. This study altered a class to the flipped classroom model, and then used two type of data collection, a survey given twice during a semester and reflections written as a part of the class’ expectation. This was done to explore human services undergraduates’ reactions to the pedagogical model. Implications and lines of further enquiry are included

Undergraduate students' reflections on engaging in a student-staff collaborative study

This article provides insights into undergraduate students’ reflections on their learning from taking part in a student-staff collaborative study in their first year at a UK university. The study comprised a series of small-scale research and evaluation activities. In the individual narratives and jointly developed model presented in the article, the student authors identify a range of learning from their participation in this study and from co-authoring this article.Final Published versio

Medical students writing on death, dying and palliative care : a qualitative analysis of reflective essays

Background: Medical students and doctors are becoming better prepared to care for patients with palliative care needs and support patients at the end of life. This preparation needs to start at medical school. Objective: To assess how medical students learn about death, dying and palliative care during a clinical placement using reflective essays and to provide insights to improve medical education about end of life care and/or palliative care. Methods: Qualitative study in which all reflective essays written by third year medical students in one year from a UK medical school were searched electronically for those that included ‘death’, ‘dying’ and ‘palliative care’. The anonymised data were managed using QSR NVivo 10 software, and a systematic analysis was conducted in three distinct phases: (1) open coding; (2) axial coding and (3) selective coding. Ethical approval was received. Results: Fifty-four essays met the inclusion criteria from 241 essays screened for the terms ‘death’, ‘dying’ or ‘palliative’, 22 students gave consent for participation and their 24 essays were included. Saturation of themes was reached. Three overarching themes were identified: emotions, empathy, and experiential and reflective learning. Students emphasised trying to develop a balance between showing empathy and their emotional state. Students learned a lot from clinical encounters and watching doctors manage difficult situations, as well as from their refection during and after the experience. Conclusions: Reflective essays give insights into the way students learn about death, dying and palliative care and how it affects them personally as well as the preparation that is needed to be better equipped to deal with these kinds of experiences. Analysis of the essays enabled the proposal of new strategies to help make them more effective learning tools and to optimise students’ learning from a palliative care attachment

The Value of Learning Groups to the 1st Year Undergraduate Experience for Students of Early Childhood.

Learning networks, groups or communities are seen as having the potential to provide supportive, integrative and deep learning processes which can enhance student performance and support transition to university (Peat, Dalziel and Grant 2001; Zhao and Kuh 2004). The provision of a learning environment with opportunities for meaningful academic and social interactions is characteristic of higher education and collaborative learning strategies are frequently used to encourage student selfmanagement, independence and the general development of group skills. Whilst the value-added potential of learning groups is well documented (Peat et al. 2001; Zhao and Kuh 2004; Lizzio and Wilson, 2006), the nature of the course subject is rarely considered as potentially significant to the effectiveness of the group process; the emphasis in research studies being more frequently concerned with generic academic or pastoral functions. The Early Childhood degree at the University of Worcester established learning groups in 2002 as a specific learning and teaching strategy aligning the pedagogic and andragogic philosophy of the subject to promote academic and professional characteristics required as transferable skills for work in the sector. The social constructivist philosophy underpinning the subject and practice of early childhood provided the common, connecting thread for learning groups to have relevance and meaning for personal, academic and professional development. This study investigated the experience and perceived value of learning groups for the first cohort in 2002/3 through a questionnaire, and by interviews focussed more openly on their general first year experience with a sample group of year 1 students in 2008. The findings revealed an overall highly positive perception indicating that learning groups had scope and value as a forum for:- • Building strong relationships and social identity • Co-construction of a learning culture • Reciprocal learning and skill development • Empowerment of adult learners and development of confidence • Enhancing professional development The most useful transferable skills and knowledge gained during the first year came from sharing ideas and relationship building in small group work which gave the students confidence. The findings demonstrate that peer learning groups provide mutual support and learning opportunities which develop skill in working with others which, in turn, students regard as the predominant quality required for their future professional lives

The development of L2 Arab writers' proficiency : autonomy, online self-access centres, and advisement : a dissertation presented in partial fulfillment of the requirements for the degree Doctorate of Education at Massey University, Manawatu, New Zealand

Autonomy has been identified as a contributing factor to language development and may affect the use and effectiveness of self-access centres (SACs). Numerous universities in non-English speaking countries have adopted English as the language of instruction with Western academic writing being a main form for assessment. SACs have been funded in many tertiary institutes to promote language proficiency through autonomous learning. The general purpose of writing SACs is to make a wide portfolio of resources available to aid L2 writers with the place of advisors an emerging field. The use of technology at SACs has been extended with some going completely online. This action research study involved the development of an online SAC for second language (L2) academic writers at a university in Qatar. The SAC provided volunteer students with out-of-class help in the form of multiple resources and tools. Additional help could also be accessed in the form of advisement both synchronously and asynchronously. The purpose of this study was to investigate the form of the L2 students’ individual autonomy to determine how this might be fostered and implemented online to develop their academic writing proficiency. The online research SAC was designed to offer aid with grammar, vocabulary, and writing skills and to be responsive to the needs and demands of the students. Interactions between participants and the researcher were available via email, chats, revisable assignments, and forums. Diverse data sources were integrated and analyzed, including questionnaires and interactive dialogues, to understand deeply the cultural dimension and situated perspective of the participating Arab students. The findings revealed that, contrary to expectations, the Arab participants manifested multi-dimensional autonomy. Most preferred to receive help with their writing via 1-1 advisory sessions together with some use of the online resources. Advisory sessions evolved into multiple dialogues whereby reactive autonomy could gradually become proactive. The addition of a structured component to the advisory sessions enhanced autonomy and writing development. The success of the SAC depended on various factors, such as aiding students’ language development and academic writing in a way that capitalized on the participants’ desires and perspectives without imposing Western ideologies. This study contributed to the body of research on developing academic writing proficiency in an under-researched context of Arab learners and with a special emphasis on autonomy, online SACs, and advisement. In doing so it broadened existing paradigms of constructivism and critical theory in the arena of education, and challenged the use of established concepts in the setting of the Arab world

An Examination of the Application of Problem Based Learning: A Valuable Tool to Improve Student Learning or a Challenging Teaching Adjustment?

Pedagogic transitions towards constructivist, student-centred learning models have increased applications of active teaching methods such as problem-based learning (PBL), but little research has explored student perceptions of PBL applications within undergraduate geography curricula. This paper aims to determine whether PBL applications are beneficial to student learning and development; and to determine whether PBL applications such as a migration management case study are suitable for continued use within the undergraduate geography degree programme at the University of Hertfordshire. This study examines the utility of PBL by reviewing existing education and discipline specific literature and by studying geography student reflections of a PBL migration management activity. The findings suggest that undergraduate geography students are largely receptive to PBL applications and find the inclusion of PBL activities within lectures to be useful and engaging. Although challenges can be associated with implementing PBL into higher education curricula, these challenges can be alleviated by using recommendations for best practice and it appears that the advantages of PBL applications for student learning and development strongly outweigh initial adjustment challenges. The predominantly positive student feedback demonstrates that the PBL migration case study is a beneficial addition to the geography degree programme at the University of Hertfordshire and that further applications of PBL within the curricula could be extremely valuable for undergraduate geography students