University of Cumbria Open Access Journals
Not a member yet
615 research outputs found
Sort by
The constrained formative feedback in doctoral examiner reports
Full text linkThe award of a PhD degree is based on a rigorous examination process which is unique in that examiners can recommend that the degree is awarded subject to minor or major amendments to the thesis. In their examiner reports, examiners also include formative feedback that is intended to help the doctoral researchers improve their work. Using data from examiner reports from two faculties at the University of Malta (Arts and Science) for the years 2017-2018, the study looks at the formative feedback comments provided by doctoral examiners. Results suggest that the feedback comments provided can be described as editorial, instructional and reflective, with the most common type of feedback comments being editorial and instructional. This indicates that the focus of doctoral examiner reports is on giving advice to doctoral researchers so that it reaches the expected doctoral standards. This study points to: the need for a rethinking of the way in which feedback is provided in doctoral examiner reports so that the focus is shifted to reflective comments that lead to in-depth learning; and for more professional development for doctoral examiners to that they can make this shift in their provision of formative feedback
Students’ use of online rubrics: Unexpected digital barriers to feedback literacy development
Full text linkWhile studies have extolled the value of using online rubrics, the benefits have usually been presented in terms of enhancing marking or delivery of teacher feedback. These benefits are welcome, but they nonetheless couch digital as simply an improved way for “old paradigm” transmission approaches to feedback that do little to help students develop feedback literacy. This study therefore investigates whether the affordances of online rubrics might also enhance students’ metacognitive engagement with feedback. Five qualitative case studies followed students over 1-2 semesters as they submitted multiple pieces of work and received online feedback, including rubrics, via Turnitin Feedback Studio. Student perceptions were investigated through interviews and student-recorded screencasts in which students followed a think-aloud protocol as they engaged with their online feedback. The findings indicate that counter to our hopes for digital enhancement, the online rubrics in these cases tended to actually inhibit feedback literacy development. At the same time, participants’ online behaviours showed a range of useful strategies for making sense of and acting on online feedback, even when the online rubrics themselves are lacking. This is something that programme and assessment teams should draw on in order to maximise learners’ engagement with and learning from online rubric feedback
Digital Technologies in Physics Education: Exploring Practices and Challenges
Full text linkRecent research has indicated that the utilization of digital technologies among Nepal\u27s secondary school teachers is minimal. A multiple case study research design was employed to explore how Physics teachers at the secondary level utilized digital technologies for teaching Physics and the challenges they encountered in adopting new instructional tools. The study revealed that Physics teachers occasionally incorporated YouTube videos to aid in explaining complex concepts. However, the abundance of digital resources available for Physics classes remains significantly underutilized. Furthermore, students were not encouraged to engage in collaborative learning and communication platforms. Nepal’s Physics teachers faced various challenges, such as time constraints, in utilizing digital technologies for teaching purposes. These findings highlight the need for greater support and resources to assist teachers in overcoming these challenges and effectively integrating digital technologies into the classroom. This research provides valuable insights into the level of integration of digital technology in the classrooms of teachers who have access to digital resources and possess the necessary skills to use them effectively.Bottom of Form
Keywords: Nepal, digital technology, secondary teachers, physics
 
Academic feedback and performance of students in an institution of higher education: How does our feedback impact our students?
Full text linkAttending higher education institutions and achieving academic success are associated with positive outcomes, valued at individual and societal levels, such as reducing unemployment and poverty and increasing civic participation. Thus, many studies have focused on enhancing learning by examining the factors that affect students\u27 performance, including the teaching behaviour most strongly related to academic success. Within this research framework, in a population of social sciences students on different degree routes, the relationship between academic performance and different components of academic feedback is explored. The feedback students received in the dissertation module, which had two assessment points, was examined. The first assessment point feedback was statistically analysed to find changes in the grade point average of students between their first submission (T1) and the final dissertation (T2). Analysis to assess the impact of students\u27 performance on the structure and content of feedback, as well as the extent to which the content of the feedback, can affect T2 grade increases. 
Phonics: A ‘subject’ or part of the bigger picture of reading? Views and practices of student teachers
Full text linkAbstract
This paper explores the extent to which student teachers, in their final year of a 3-year undergraduate programme teach phonics as part of an holistic reading programme linked to reading for meaning and for pleasure. It reports the results of surveys, lesson observations and interviews with a sample of students studying at one university in the Northwest of England. Results reveal that student teachers, as opposed to their espoused views, do not always do this. Findings suggest the prevailing influence of school culture on the practices of student teachers and their emerging subject knowledge.  
Effects of adaptive comparative judgement on student engagement with peer formative feedback
Full text linkDeveloping assessment and feedback strategies to assist students with progression and graduation is a key focus for many higher education institutions. However, student engagement with feedback is often poor and they can find it difficult to act upon; often stating the feedback is generic or of insufficient quality for improvement. Here, I present the outcomes of integration of adaptive comparative judgement as a strategy of peer formative feedback amongst a small cohort of students. Adaptive comparative judgement a process that allows work to be marked by making comparisons between pieces of work, rather than assessing work against a mark scheme or rubric. Student opinions on the access to examples of work, and personalised feedback through online tools are discussed. Engagement and self-reflection were measured through collection of qualitive data obtained from questionnaires. Positive outcomes included improved self-awareness and regulation by students as they were more active and engaged with formative feedback. The study also demonstrated that running comparative judgement is possible with a small cohort of students. However, engagement of students can be variable and is improved with dedicated timetabled sessions. Further work is required to assess whether increased engagement with feedback translated to an improvement in the standard of work students produced
Informal Peer Learning of Diverse Undergraduate Students: Some Learners Make Meaning through Collaborative Activity
Full text linkThis paper explores student reported informal peer-learning in a business degree cohort at a UK community college. Literature on conceptualisation and debate regarding peer-learning is examined along with established typologies with respect to equality, mutuality and structure. Following this a critical review of evidence-based studies is undertaken. Crucially we propose a framework of conceptual, functional and experiential themes of peer learning, linked to aspects of student diversity in such courses/institutions. This framework is applied in our questionnaire study investigating the perceptions of second- and third-year students about peer learning. The main findings are that the thematic directionally distinct peer-learning seems not to be prevalent but that across themes and settings some students are more generally engaged in peer-learning than others. The content-based theme of two-way peer-learning that is strongest is guidance in making sense of subject literature; the weakest is guidance on environment aspects of business, e.g. economics. The settings of strongest peer-learning are reported to be those of in-class activities plus group assessment work. The main teaching recommendation is therefore greater deployment of in-class activities that require collaborative learning and require peer learning. The main recommendations for further research include more open explorations of student peer engagement where students can specify significant in-class events and experiences
An Enquiry-based teaching of History with young children: Mediating immersion, resources, and perspectives
No full textThe National Curriculum is a document written by the Department for Education and contains the statutory requirements all teachers in maintained schools in England must follow. This research study will examine the path primary teachers in England, those who teach 5 to 11 year olds, navigate to meet the requirements of the National Curriculum and encourage the skills of historical enquiry all whilst providing a creative and engaging environment for their young learners. To do this, semi-structured interviews with established primary school teachers, including some history subject leads, were employed to generate a rich description of the strategies they used to successfully navigate this tightrope. Findings show that the teachers involved in this study used a variety of creative strategies including drama, enrichment activities and examination of historical evidence to provide learning experiences of high epistemic quality. This will be used to provide a bank of ideas and strategies for primary ECTs entering the profession and enhance their professional development
My reflective account of my first half term on the INSPIRE STEM PGCE PROGRAMME
Full text linkThe INSPIRE STEM PGCE programme is a collaboration between Canterbury Christ Church University (QTS&PGCE) and Imperial College Outreach. INSPIRE PGCE differs from other PGCE programmes in that all student teachers (STs) must have a minimum of a Masters degree in a STEM (science, technology, engineering and mathematics) subject. INSPIRE student teachers specialise in Chemistry, Physics, Maths or Physics with Maths. As part of the INSPIRE STEM PGCE programme all STs engage in the L7 Enhanced Studies (ES) module entitled STEAM Communication. In the first ES session we were asked to explore eight different models for critical reflection. In order to develop our academic writing, we write a mini-essay every session. The four essays which make up this paper are examples of deep reflection from student authors on ‘My reflective account of my first half term on the INSPIRE PGCE programme’
Observers’ Experiences of Remote Observations of Teaching Practice in a College Context
Full text linkThis small-scale case study examines the use of remote lesson observations and lesson feedback in the Teaching Qualification in Further Education (TQFE) course at a university in the North of Scotland. Successful completion of the course by lecturers working in Colleges of Further Education enables them to register with the General Teaching Council for Scotland (GTCS), which is a requirement.
The remote observations were introduced during the COVID-19 pandemic when it was impossible to undertake face-to-face visits. In the main, these comprised joining synchronous online sessions or watching asynchronous recordings. Feedback discussions took place online at a mutually convenient time.
Data collection tools comprised a questionnaire and focus groups with university tutors and college co-tutors. Data was analysed using a thematic coding approach and discussed in terms of benefits and drawbacks. Drawbacks included an inability to ‘get a feel’ for learning, see learners’ reactions and also make informal connections in the institution. Benefits included efficiencies in terms of travel time and cost and the ability to schedule flexibly, as well as a perceived increased openness, honesty and depth of reflection in the post-lesson discussion. Suggestions are made for consideration of possible hybrid models for future observations and discussions