Exploring the potential of using undergraduates’ knowledge, skills and experience in research methods as a proxy for capturing learning gain

Learning gain is a politicised concept within contemporary HE, and as such has been aligned with agendas of teaching excellence and learning outcomes but the extent to which it captures actual learning has yet to be clarified. Here, we report the outcomes of a learning gain study which examines how students’ knowledge, skills and experiences as researchers develops throughout their studies. We examine data from a self-reporting survey administered across a university and college-based HE providers during students’ second year of undergraduate study. The data highlight disciplinary differences in student engagement with research methods and the significance of perceived relevance of research methods to students’ learning. These findings do have a bearing on the development of measures of learning gain as they are demonstrating the complexity of capturing student learning across disciplines. Our findings can be employed to develop a method of capturing learning gain that can be integrated into undergraduates’ research methods education

Do students value feedback? Student perceptions of tutors' written responses

The topic of feedback to students is an under-researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student-centred approach to learning. A multi-method approach of qualitative and quantitative data collection and analysis was used to survey 44 students in the faculties of Business and Art & Design. Student responses show feedback is valued, but believed tutor comments could be more helpful. Survey results indicate that students may need advice on understanding and using feedback before they can engage with it. Content analysis of feedback samples and student responses uncovered four main themes of feedback considered unhelpful to improve learning: comments which were too general or vague, lacked guidance, focused on the negative, or were unrelated to assessment criteria. It is suggested that by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and by ensuring that it is timely, tutors could greatly improve the value of feedback

Developing a quality assurance metric: a panoptic view

This article is a post-print of the published article that may be accessed at the link below. Copyright @ 2006 Sage Publications.There are a variety of techniques that lecturers can use to get feedback on their teaching - for example, module feedback and coursework results. However, a question arises about how reliable and valid are the content that goes into these quality assurance metrics. The aim of this article is to present a new approach for collecting and analysing qualitative feedback from students that could be used as the first stage in developing more reliable quality assurance metrics. The approach, known as the multi-dimensional crystal view, is based on the belief that individuals have different views on the benefits that the embedded process in a system can have on the behaviour of the system. The results of this study indicate that in the context of evaluation and feedback methods, the multi-dimensional approach appears to provide the opportunity for developing more effective student feedback mechanisms

Enhancing written language skills during the Year Abroad through online independent learning

This article focusses on the online independent language learning resource for the Year Abroad (YA) in Italy at the University of Leeds. The YA is an important component of most undergraduate degree programmes in Modern Languages. It increases linguistic proficiency and cultural awareness. During the last twenty years, there has been a growing body of research on L2 development of language learners Studying Abroad (SA), which focusses on the acquisition of speaking and listening skills and on intercultural competence, while the development of morpho-syntactic skills remain under researched. This article seeks to explore how Virtual Learning Environments (VLEs) can allow tutors to support the development of written language skills in the SA context. This article evaluates an online resource designed to enhance written language skills during the YA. The outcomes of the initiative will be presented and possible future developments of the online resource will be discussed

What does it take for flexible learning to survive? A UK case study

Although there is evidence that Work Based Learning practices are expanding in universities worldwide, fully flexible programmes using a non-subject specific 'Shell programme' are often closed down. The paper is an attempt to identify non-pedagogic reasons why one such programme has been able to flourish over a twenty year time period. The implication is that those advocating such programmes should consider the broader organisational objectives of the host institution in order to achieve sustainability. this means ensuring programmes are financially sound, adapting to changing circumstances, cohesive team work and adherence to the maintenance of rigorous academic standards.Purpose: To identify potential reasons why an innovative Work based learning shell framework has succeeded in an adverse environment Design/methodology/approach: Case study Findings: Demand-led, flexible Work based learning programmes have to overcome a number of internal cultural and institutional barriers in order to succeed. Important requirements are likely to include effective leadership, financial viability, adherence to Quality Assurance, adaptability, entrepreneurialism and a cohesive community of practice incorporating these traits. Research limitations/implications: The conclusions are drawn from shared experience and are suggestive only as they are not readily susceptible to empirical verification. The authors accept that for some the conclusions appear speculative but they suggest that in order for innovative programmes to survive more is required than sound pedagogy. Practical implications: Although lessons may not be directly transferable, the paper draws attention to the importance of managerial, leadership and organisational factors necessary for innovative Work based learning programmes to survive and develop. Social implications: Originality/value: There is some literature on why some innovative higher education programmes and institutions have failed: there is little on why some programmes are successful

An exploration of important factors in the decision-making process undertaken by foundation degree students with respect to level 6 progression

Deciding what degree to study and where are very important decisions to make for a range of practical and economic reasons, and much research has been undertaken in this area. What has not been considered previously is the decision-making processes of students who have completed an associate degree, such as a Higher National Diploma or Foundation Degree, and are now considering where to complete their Bachelor education. Associate degrees are often provided by further education colleges (FECs) in partnership with universities, and the choices available to college-based higher education students are whether to continue at the college or move to university. A mixed-methods approach was adopted comprising of an online questionnaire and subsequent focus groups of students studying at HE at a southwest FEC. The findings showed that equal importance is placed on the practical issues of proximity and familiarity as on course suitability, with the only differences between those remaining at college and those moving to university being financially based