Transcript Creating connections with the classroom experience

Creating connections with the
classroom experience
Ruth Taylor
The Robert Gordon University
[email protected]
Introduction
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Initial findings from a PhD:
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A case study on the first year experience of
undergraduate nursing students pre- and postcurriculum change
Context
Methodology/methods
Findings: overview
Classroom experience
Conclusions and recommendations
Background and context
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Curriculum development
Political and other drivers
 Enhancing the student experience
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Transition and adjustment
 Academic and social integration
 Student retention and performance
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Use of enquiry-based learning
Methodology and methods
Case study research
 Methods
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Expectations and experiences
questionnaires
 Experiences interviews – leavers
 Experiences interviews – stayers
 Diaries
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Findings: overview
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Creating connections with people
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Broadening horizons, knowing self and others,
being supported and valued
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Creating connections with the classroom
experience
 Creating connections with the practice
experience
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Feeling inspired, becoming empowered, engaging
with the learning experience
Creating connections with professional
education
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Motivation, preparedness, making adjustments
Classroom experience
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Feeling inspired
Enthusiasm, approachability, good interactive skills,
humour, approachable
 Similar findings for ‘traditional’ and ‘EBL’
“You learned that a lot of tutors have their own way of
teaching.... You’ve got the odd one that speaks the
same all the way through and I find it hard to keep
listening.” Mark, EBL group, interview, stayer
“Most of the tutors have been fantastic and
encourage your learning through discussion,
resources, or providing a listening ear for your
ideas and thoughts.” Fiona, EBL group, diary, stayer
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Classroom experience
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Becoming empowered
Managing volumes of information and assessment
 Researching and discovering knowledge
 The ‘EBL’ group demonstrated greater empowerment for
learning than the ‘traditional’ group, as did those who stayed
(as opposed to leavers)
“What has been good is the amount of self-directed study. I think
it highlights how much you want to learn or how much you
don’t.” Fiona, ‘EBL’ group, diary, stayer
“I suppose that I’m quite a motivated person really so I liked the
challenge of trying to teach myself. But I suppose I’d never
really thought about what university was going to be like. I
mean, I enjoyed it, but it’s a hard way to learn.” Laura, ‘traditional’ group,
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interview, leaver
Classroom experience
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Engaging with the learning experience
Benefits of small group work as opposed to lectures
 Positive group experiences for ‘EBL’ participants; more
engagement with the learning experience
 Positive comments on skills teaching, particularly for ‘EBL’
group
“I’m not saying lectures aren’t good. I’m sure they wouldn’t use
them if they didn’t work. But for me I just prefer smaller
groups.” Aileen, ‘traditional’ group, interview, stayer
The EBL activities helped me more now [entering 2nd year] than
they did then. It didn’t seem to make sense when we were
doing it, but it does now.” Rebecca, ‘EBL’ group, interview, stayer
“Doing the clinical skills gives you the background before you’re
out in placement.” Tessa, ‘EBL’ group, interview, stayer
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Conclusions
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Students value enthusiastic, approachable and
humorous lecturers who interact well with
students
 Students appear to understand what it means
to be empowered learners, but some find the
process more challenging than others
 The use of enquiry activities and formative
assessment facilitate students’ engagement
and learning, and their empowerment
 Students prefer to work in smaller groups as
opposed to being taught in lecture theatres
Recommendations
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Exploration of ‘performance’ in the lecturer skill set
Create opportunities for interaction in the classroom
Awareness of, and appropriate support for, different
levels of student preparedness and style
Curricula should incorporate assessment/enquiry
activities that contribute to the learning process
Teaching should take place in smaller groups where
possible
The use of ‘learning communities’, or the like, will
facilitate many of the recommendations: Creating
connections is the key