Journals (University of Staffordshire)
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Fostering Interprofessional Education within Paramedic Clinical Placements
Get PDFCurrently Paramedics only require a level 4 qualification to work as a Paramedic. Research has shown that as the Paramedic Profession moves forward this level of qualification is no longer appropriate. The minimum standard will be a level 6 qualification within the next few years.
There is currently a shortage of Paramedics within the UK. As a result the University of Wolverhampton now offer a BSc in Paramedic Science. 50% of the course is delivered through clinical placements, the majority of which are with our partner Ambulance Service. The remaining placements are with other healthcare providers.
Interprofessional Education (IPE) is an essential part of the Paramedic Curriculum. The World Health Organisation (WHO) have identified that IPE is necessary to ensure collaborative practice between healthcare workers, improve patient health outcomes and mitigate the healthcare worker shortage.
Therefore, how do we ensure that the Interprofessional Placements our students undertake will foster this collaborative practice once they are qualified
Twittering Away - Is twitter an appropriate adjunctive tool to enhance learning and engagement in Higher Education?
Get PDFTwitter is a social media platform that has been used in teaching and learning. The aim was to explore students’ views of using Twitter as an adjunctive learning tool to provide access to contemporary information, to enhance learning and to generate wider discussion via Twitter backchannel communication. A 17-item Qualtrics questionnaire consisting of open and closed questions was devised specifically for the study. Qualitative data was analysed using descriptive statistics. Qualitative data via thematic analysis. Participants were a convenience sample of 44 Level 4 Social Welfare Law students who were invited to engage online with the academic and professional community via Twitter. Eleven (25%) students responded to the questionnaire. Four key themes emerged from the qualitative data: Enhancing knowledge; Building academic and professional networks; Time for twitter and the Need for Twitter training. Despite the limitations, the results suggest that if supported by institutional digital scaffolding and training, twitter may be a useful adjunct to traditional physical learning spaces. Further research is r however required to explore the future pedagogic potential of Twitter
The What, the How and the Why of the Flipped Classroom
Get PDFThis paper provides an introduction to, an overview of, and a consideration of some of the evidence for the adoption of flipped classroom techniques in higher education. Through a discussion of recent research papers on the subject, this paper concludes that there is strong evidence to support the adoption of flipped classroom techniques. However, the adoption of such techniques is worthwhile not because they can, in and of themselves, improve teaching and learning, but because they allow for more active approaches to teaching and learning to take place
Alternative Learning Experiences: Co-creation of knowledge in new contexts
Get PDFThis paper discusses learning processes when students are doing fieldwork for ‘real-life’ tasks set by an external stakeholder. We find inspiration in Kolb’s learning Circle (1984; 2014) and draw on literature, which develops arguments based on experiential learning (Dewey 1938). When students are learning outside the classroom the notion of ‘context’ is crucial, in this case, we brought learning processes to a small town in Cuba. We draw from a case with a group of students going to the field and unfold how their learning process is inspired by the field, setting the field, and how learning is a process where students gradually break free from classroom thinking. Furthermore, students start to develop their own research process, inspired by the context in which they are situated. We use Kolb’s Learning Circle to discuss peer learning and shared learning and co-creation of knowledge by arguing that learning is not only an individual process. We argue that deep, and shared, learning is reached collectively and in collaboration with peers. Thus, learning builds on practice by students’ cooperation and responsibility for their own learning process through Problem-based Learning (PBL). This leaves instructors with an additional role; not only as facilitators but as resource persons
"Taking to Twitter": How do students talk about feedback on Twitter?
Get PDFThis project examined how students talk about feedback on Twitter. It adopts thematic analysis to explore the themes emerging from the student twitter posts relating to feedback they will/have received at University
Digital skills, confidence and motivation: technology supported authentic learning in journalism education
Get PDFThis study explores the use of technology to incorporate authentic learning practices into the Review and Lifestyle Journalism module at Staffordshire University. The research takes a constructivist view, considering both tutor observation and student feedback to evaluate an experiential journalism project, StaffsLive Reviews, developed in the academic year 2016-17. Here authentic learning is defined as designing activities to provide meaningful, ‘real-life’ situations which are relevant from a student’s perspective, while providing protective scaffolding to support learning (Icuc and Marin 2014 and Stein 2004). This encapsulates a broader institutional focus on employability, by designing activities that closely match ‘real-world’ tasks of media professionals (Lombardi 2007)
Wood, L. and Breyer, Y. (eds) (2017) Success in Higher Education: Transitions to, within and from University
Get PDFHow do students in Mumbai choose their academic focus? What pressures are faced by academic staff in Montevideo? How is mathematics being made more accessible in Greenwich? This book provides insights into a diverse range of international case studies focused on promoting student success.
In their introductory chapter, editors Leigh Wood and Yvonne Breyer from Macquarie University (Australia) set out their aim, to:
“examine success in higher education and the role of successful transitions by campus students from Australia and around the globe.” (p.2
Personal, educational and psychological characteristics of university students with dyslexia and matched controls: A pilot study
Get PDFAn increasing number of students enter higher education every year. There is a need to develop time and cost effective ways to identify students with dyslexia reliably. The present study investigates whether a protocol based on self-report questions could be a valid screening measure for dyslexia in a sample of university students. The protocol was constructed on the basis of the Adult Dyslexia Checklist, the Visual Problems Checklist and the Academic and Professional Profile Questionnaire. Non-parametric statistical analysis found several significant differences between dyslexic students and controls (adult dyslexia score, visual difficulties score, performance at school, written ability at primary school and university, anxiety at university) as well as correlations between certain variables. This study supports the usefulness of self-report assessment of dyslexia in adult population. It also discusses the possibility of combining self-report measures of dyslexia with several cognitive tasks which have been found to discriminate students with dyslexia from their peers
The Transitional Experiences of Sport and Exercise Students from Further to Higher Education
Get PDFMany students will transition into higher education (HE) from further education (FE) at the start of a new academic year. This large student body is progressing from a sector that provides largely vocational based qualifications which aim to \u27up-skill\u27 students, whilst working towards meeting industry requirements. Therefore, it is imperative that students progressing to an academic HE environment make as seamless and successful transition as possible between the educational sectors. This article investigates the experiences of sport and exercise students transitioning from a FE college (FEC) to an undergraduate degree course at a post-1992 HE institution (HEI). The study aims to identify students’ thoughts, feelings, and experiences during the transitional process, thus providing an insight into improving the retention, achievement and student satisfaction of future students. The findings identified four key themes: distinct academic differences; effective interventions, advice and guidance; negative feelings associated with transition; further improvements required for the transitional process. These findings enabled a series of practical guidelines to be synthesised to inform other post-1992 universities and FEC’s on how to further manage and support student transition