UCLan Open Journals (University of Central Lancashire)
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Enhancing the Undergraduate Research Experience
Get PDFThe inter-relationship between teaching and research is one of the defining features of Higher Education and the demand for the integration of teaching and research has increased further in recent years..
WHAT EFFECT DOES E-LEARNING HAVE ON THE STUDENT LEARNING EXPERIENCE?
Get PDFThe landscape for Higher Education, within the UK, is changing and educational institutions are evolving in order to respond to new challenges. Budgets have been reduced which has resulted in colleges and universities having to re-look at the way their programmes are being delivered.E-learning has become a means of empowering and engaging learners, and enabling the teacher to become an active innovator of new practices and techniques (JISC, 2011). The rationale for this project was to establish whether recently implemented e-learning technology into a traditional course had an effect on the learner experience in terms of motivation, retention and achievement.This empirical research was conducted within a University Centre in a large Further Education College in the North of England and involved twenty new learners enrolled on the new Assessor Award. A variety of research methods were used such as questionnaires (pre and post), focus groups, semi-structured interviews, retention and achievement figures. This small-scale research project aimed to gain insight into learners’ perceptions of learning on-line, and to provide evidence of whether technology affected their learning experience, by evaluating their learning journey.It was found that e-learning had a mainly positive effect on student learning and both retention and achievement targets were exceeded. It was also found that in order for effective on-line courses to be developed, teachers must be given time and training to meet both the needs of their college and learners
MEETING JAPANESE UNIVERSITY STUDENTS’ LANGUAGE NEEDS: A QUALITATIVE EVALUATION OF THE ENGLISH CURRICULUM’S TEACHING COMPONENT.
Get PDFAbstract This paper presents and discusses the findings of the first evaluation conducted to the teaching component of a recently revised English language curriculum in an international Japanese university, which conducts bilingual education for Japanese and international students. The paper has examined: 1) how the teaching component of the English language curriculum meets the students’ academic needs; and 2) what has been the response of students and teachers throughout the first year of implementation of the revised curriculum. The findings show results focusing on the reading, writing and vocabulary skills of this component of the curriculum. These have been gathered and analyzed through case study design using the curriculum evaluation framework. In-depth semi-structured and open-ended interviews were conducted to students and teachers. The author also conducted class observations of the skills that are object of analysis. This qualitative formative evaluation, with some aspects of summative evaluation, is expected to serve as preliminary judgement of the programme’s effectiveness throughout its first year. The results show the impact that the vocabulary skill is having on students’ reading and writing skills. The new curriculum has been effective in fostering self-learning skills; and class attendance has increased considerably. The findings and discussion made for each of the curriculum components throughout this year are expected to contribute to the collection of necessary data for future changes and adaptations as the graduate needs change together with the society
Improving Undergraduate Student Experience and Retention: Development of An Activity-Based Research Teaching Package
Get PDFA positive student education experience and student retention on course are key issues in quality post compulsory education delivery. Modules identified as having higher refer and attrition rates undergo a review of teaching and assessment methods. This can be the case with research methods studies and reasons reported include reticence about a new subject area and a reluctance to engage with the research process. This is often a subject area that might have not been studied by students progressing on from Foundation Degrees to a top-up degree. A review of perceptions of top-up degree students as part of a learning review within their programme of study identified that they did not feel that knowledge of research methods was integral to the value of their course This paper reports on an action research project regarding an intervention with students studying research methods at levels 3 and 4. Its aim was to enhance the student learning experience about research methods. The intervention was a tutor–led activity-based model for teaching research methods. The findings were that students found activity-led sessions supported a sense of learning progression and a better engagement with the learning outcomes and also earlier engagement with the assessment process
ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND LEARNING
Get PDFThis research addresses the controversial methodological issue of own-language use and particularly translation in second and foreign language teaching and learning. In recent years, a re-evaluation of the assumption of a monolingual approach has begun, and this study focuses on the attitudes and opinions of experienced TESOL/TEFL practitioners in the UK and abroad. A combined approach was adopted using both semi-structured questionnaires and personal interviews to explore many of the contentious issues raised in the literature and traditionally held objections to use of L1 and translation. Any meaningful differences between views of UK and rest of world respondents were also sought. The findings, whilst highlighting the wide diversity of individual opinions, nevertheless indicate perhaps surprisingly, a considerable degree of overall support for judicious use of the L1 and translation in appropriate circumstances. Thus, 68% of respondents disagree that the Direct Method is the most appropriate technique and 86% do agree that carefully planned translation activity can play a useful role in the L2 communicative classroom, with 82% agreeing to the use of an eclectic approach. The overall findings firmly suggest the time is ripe to place use of L1 and translation back onto the language teaching agenda. Recommendations for practical classroom applications and further research are also made
